All Faculty Publications

• Higher Education
• K-12 Education Policy
• Educational Psychology
• Teacher Education

• Higher Education

  • Shafiqa Ahmadi

    • Theory vs. Practice: Women’s Rights and Gender Equity in Afghanistan. (2016, The Journal of Gender Race & Justice and Transnational Law & Contemporary Problems Journal at the University of Iowa College of Law)

    • The Erosion of Civil Rights: Exploring the Effects of the Patriot Act on Muslims in American Higher Education, The; Ahmadi, Shafiqa

    • Perceptions and Experiences of Muslim Women Who Veil on College Campuses, (collaborative work, 2003, Journal of College Student Development)

    • Reconsidering Campus Diversity: An Examination of Muslim Students’ Experiences (collaborative work, 2010, Journal of Higher Education)

  • Lloyd Armstrong Jr.

    • Competing in the global higher education marketplace: Outsourcing, twinning, and franchising, in Strategic Financial Challenges for Higher Education: How to Achieve Quality, Accountability, and Innovation: New Directions for Higher Education, No. 140, eds. Lapovsky, Lucie, and Klinger, Donna (Jossey - Bass, 2008)

    • Globalization and Higher Education. The Navigator, 6 (1) Fall 2006. USC Center for Higher Education Policy Analysis

    • Higher Education and the Global Marketplace: Entrepreneurial Activity in a Dynamic Environment, with Douglas Becker . 2004 Pullias Lecture, USC Center for Higher Education Policy Analysis

    • A New Game in Town: Competitive Higher Education, in Digital Academe: The New Media and Institutions of Higher Education and Learning, eds. Dutton, William H. and Loader, Brian D. Chapter 6. (Routledge, 2002); also in Information, Communication & Society, 4, 479 ( 2001)

    • Distance Learning: An Academic Leader’s Perspective on a Disruptive Product, Change, November/December, 32,20 (2000).

    • Distance Learning: Challenges and Questions

  • Estela Mara Bensimon

    • Center for Urban Education. (2017). Pathways, Partnerships, and Progress: Transforming a Community College. Los Angeles: Center for Urban Education, Rossier School of Education, University of Southern California.

    • Center for Urban Education. (2017). Improving Postsecondary Attainment: Overcoming Common Challenges to an Equity Agenda in State Policy. Los Angeles: Center for Urban Education, Rossier School of Education, University of Southern California.

    • Center for Urban Education. (2017). Improving Attainment: Making Equity Part of Your State’s Postsecondary Planning. Los Angeles: Center for Urban Education, Rossier School of Education, University of Southern California.

    • Center for Urban Education. (2017). Protocol for Assessing Equity-Mindedness in State Policy. Los Angeles: Center for Urban Education, Rossier School of Education, University of Southern California.

    • Bensimon, E. M., Dowd, A. C., Witham, K. (2016). Five principles for enacting equity by design. Diversity and Democracy, The Equity Imperative. Winter 2016, Volume 19, No 1.

    • Witham, K., Malcom-Piqueux, L. E., Dowd, A. C., & Bensimon, E. M. (2015). America’s Unmet Promise: The Imperative for Equity in Higher Education. Washington, DC: Association of American Colleges and Universities.

    • Chase, M. M., Bensimon, E. M., Shieh, L. T., Jones, T., & Dowd, A. C. (2013). Constraints and opportunities for practitioner agency in STEM programs in Hispanic serving community colleges. In R. T. Palmer & J. L. Wood (Eds.), Community Colleges and STEM: Examining Underrepresented Racial and Ethnic Minorities (pp. 172-192). New York: Routledge.

    • Dowd, A. C., Pak, J. H., & Bensimon, E. M. (2013). The role of institutional agents in promoting transfer access. Education Policy Analysis Archives, 21(15). Retrieved February 27, 2013, from http://epaa.asu.edu/ojs/article/view/1187 . This article is part of EPAA/AAPE’s Special Issue on The American Community College in the 21st Century, Guest Edited by Dr. Jeanne M. Powers and Amelia M. Topper.

    • Dowd, A. C., Sawatzky, M., Rall, R. M., & Bensimon, E. M. (2012). Action research: An essential practice for Twenty-First Century assessment. In R. T. Palmer, D. C. Maramba & M. Gasman (Eds.), Fostering success of ethnic and racial minorities in STEM: The role of Minority Serving Institutions. New York: Routledge.

    • Bensimon, E.M (2012) The equity scorecard: Theory of change. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus. Sterling, VA: Stylus Publishing.

    • Bensimon, E. M., & Bishop, R. (2012) "Why "Critical"? The Need for New Ways of Knowing.. In E. M. Bensimon & R. Bishop (Eds.), "The Review of Higher Education: A Special Issue: Critical Perspectives on Race and Equity." (Vol. 36): Johns Hopkins University Press.

    • Bensimon, E. M., & Bishop, R. (Eds.).(2012) "The Review of Higher Education: A Special Issue: Critical Perspectives on Race and Equity." (Fall 2012 ed. Vol. 36, No. 1, Supplement): Johns Hopkins University Press

    • Bensimon, E. M., & Chase, M. M. "Equity Scorecard for Higher Education." Encyclopedia of Diversity in Education. Ed. James A. Banks. Thousand Oaks, CA: SAGE, 2012. 813-17. SAGE Reference Online. Web. 10 Jul. 2012.

    • Bensimon, E. M., Dowd, A. C., Longanecker, D., & Witham, K. (2012): We Have Goals. Now What?, Change: The Magazine of Higher Learning, 44:6, 14-25

    • Bensimon, E. M., & Harris III, F. (2012). The mediational means of enacting equity-mindedness among community college practitioners. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. Sterling, VA: Stylus Publishing.

    • Bensimon, E. M., & Harris III, F. (2012). The mediational means of enacting equity-mindedness among community college practitioners. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. Sterling, VA: Stylus Publishing.

    • Bensimon, E. M., & Malcom, L. E. (2012). Confronting Equity Issues on Campus: Implementing the Equity Scorecard in Theory and Practice. Sterling, VA: Stylus Publishing.

    • Chase, M. M., Dowd, A. C., Bordoloi Pazich, L., & Bensimon, E. M. (2012). Transfer Equity for "Minoritized" Students: A Critical Policy Analysis of Seven States. Educational Policy. Retrieved from http://epx.sagepub.com/content/early/2012/12/06/0895904812468227

    • Dowd, A. C., Bishop, R., Bensimon, E. M., & Witham, K. (2012). Accountability for equity in postsecondary education. In K. S. Gallagher, R. Goodyear, D. J. Brewer & R. Rueda (Eds.), Urban education: a model for leadership and policy. New York: Routledge.

    • Dowd, A. C., Malcom, L. E., Nakamoto, J., & Bensimon, E. M. (2012). Institutional researchers as teachers and equity advocates: Facilitating organizational learning and change. In E. M. Bensimon & L. E. Malcolm (Eds.), Confronting Equity Issues on Campus. Sterling, VA: Stylus Publishing.

    • Witham, K. A., & Bensimon, E. M. (2012). Creating a culture of inquiry around equity and student success. In S. D. Museus & U. M. Jayakumar (Eds.), Creating campus cultures: Fostering success among racially diverse student populations (pp. 46-67). New York: Routledge.

    • Chase, M. M., Bensimon, E. M., Shieh, L. T., Jones, T., & Dowd, A. C. (in press). Constraints and opportunities for practitioner agency in STEM programs in Hispanic serving community colleges. In J. L. Wood & R. T. Palmer (Eds.), Examining the role of community colleges in STEM production: A focus on underrepresented racial and ethnic minorities: Routledge.

  • Darnell Cole

    • REFEREED JOURNAL ARTICLES  (co-author with students~)

      Cole, D., Kitchen, J. A., & Kezar, A. (2018). Examining a Comprehensive College Transition Program: An Account of Iterative Mixed Methods Longitudinal Survey Design. Research in Higher Education, 1-22.

       ~ Gehrke, S., & Cole, D. (2017). A Multi-Level Examination of the Relationship Between Student-Centered Faculty Teaching Culture and Spiritual Development in College. Journal of College and Character, 18(4), 225-245.

       ~Zhou, J., & Cole, D. (2017). Comparing international and American students: involvement in college life and overall satisfaction. Higher Education, 73(5), 655-672.

       ~Zhou, J., & Cole, D. (2016). Learning and Academic Self-Concept: Comparing International and American Students. Campus Support Services, Programs, and Policies for International Students, 77.

       ~Castellanos, M., & Cole, D. (2015). Disentangling the Impact of Diversity Courses: Examining the Influence of Diversity Course Content on Students' Civic Engagement. Journal of College Student Development, 56(8), 794-811.

       ~Cole, D., & Zhou, J. (2014). Diversity and Collegiate Experiences Affecting Self-Perceived Gains in Critical Thinking. The Journal of General Education, 63(1), 15-34.

      ~Cole, D., & Zhou, J. (2014). Do diversity experiences help college students become more civically minded? Applying Banks’ multicultural education framework. Innovative Higher Education, 39(2), 109-121.

       Cole, D., & Griffin, K. A. (2013). Advancing the Study of Student-Faculty Interaction: A Focus on Diverse Students and Faculty. In Higher Education: Handbook of Theory and Research (pp. 561-611). Springer Netherlands.

       Cole, D. (2011). Debunking Anti-intellectualism: An examination of African American Students' Intellectual Self-Concept. Review of Higher Education, 34(2), 259-282.

      ~Scholly, K., Katz, A. Cole, D., & Heck, R. (2010). Examining the Antecedents and Consequences of College Students’ High-Risk Sexual Health Behaviors. Journal of American College Health, 25(4), 176-185.

      Cole, D. (2010). The Role of Faculty Contact on Minority Students’ Educational Gains. Journal of the Professoriate, http://jotp.icbche.org/.

      Cole, D. (2010). The Effects of Student-Faculty Interactions on Minority Students’ College Grades: Differences between Aggregated and Disaggregated Data. Journal of the Professoriate, http://jotp.icbche.org/.

      Cole, D. & Ahmadi, S. (2010). Reconsidering Campus Diversity: An Examination of Muslim Students' Experiences. Journal of Higher Education, 81(2), 121-139. 

      ~Cole, D. & Espinoza, A. (2009). When Gender is Considered: Racial ethnic minority students in STEM majors. Journal of Women and Minorities in Science and Engineering, 15, 263-277 

                  Cole, D. (2008). Constructive Criticism: The Role of Faculty Feedback on African American and Hispanic Students’ Educational Gains. Journal of College Student Development, 49(6), 587-605. 

      ~Cole, D. & Espinoza, A. (2008). Improving the Academic Performance of Latinos in STEM Majors. Journal of College Student Development, 49(4), 285-300.

       Cole, D. (2007). Do Interracial Interactions Matter?: An examination of Student Faculty Contact and Intellectual Self-concept. Journal of Higher Education, 78(3), 248-272. 

      ~Orsuwan, M. & Cole, D. (2007).  The moderating effects of race/ethnicity on the experience of Asian American and Pacific Islander community college students.  Asian American Policy Review, 16, 61-86. 

      Burkard, A., Cole, D., Ott, M., & Stoflet, T. (2005). Entry-level competencies of new student affairs professionals: A delphi study. NASPA Journal, 42(3), http://publications.naspa.org/naspajournal/vol42/iss3/art2 .

       

           Cole, D., Bennett, C. & Thompson, J. (2003). Teacher education in a collaborative multicultural classroom: Implications for critical-mass-minority and all-minority classes at a predominantly White University. Journal of Classroom Interaction, 38(1), 17-28.

                  Cole, D., & Ahmadi, S. (2003). Perceptions and experiences of Muslim women who veil on college campuses. Journal of College Student Development, 44(1), 47-66.

      Jones, L., Castellanos, J., & Cole, D. (2002). Examining the Ethnic/Minority Student Experience at Predominantly White Institutions: A Case Study. Journal of Hispanic Higher Education, 1(1), 19-39. [Note: The orders of names are incorrectly listed and actually should have been Castellanos, J., Cole, D., & Jones, L.].

       Anaya, G., & Cole, D.  (2001). Latina/o student achievement: Exploring the influence of student-faculty interaction on college grades.  Journal of College Student Development, 42(1), 3-14.

       Bennett, C., Cole D., & Thompson, J. (2000). Preparing teachers of color at a predominantly White university: A case study of project TEAM. Teaching and Teacher Education, 16(4), 445-64.

      Cole, D., Sugioka, H., & Yamagata-Lynch, L. (1999). Supportive classroom environments for creativity in higher education. Journal of Creative Behavior, 33(4), 277-293.

      Cole, D. (1995). Cost and quality in higher education: Finding the balance. Journal of the Indiana University Student Personnel Association, 2, 11-14.

  • Zoë Corwin

    • Corwin, Z.B. & Tichavakunda, A.A. (2018) Facilitating access: The role of digital empowerment agents. In W.G. Tierney, Z.B. Corwin & A. Ochsner (Eds.) Digital equity and educational opportunity. Baltimore: MD: John Hopkins Press.

    • Tierney, W.G., Corwin, Z.B, & Ochsner, A.(Eds.) (2018). Diversifying Digital Learning: Online Literacy and Educational Opportunity. Baltimore: MD: John Hopkins Press.

    • Tierney, W. G., Corwin, Z. B., Fullerton, T. & Ragusa, G., (Eds.). (2017). Postsecondary play: The role of games and social media in higher education. Baltimore: MD: John Hopkins Press.

    • Ochsner, A. & Corwin, Z.B. (2017). Implementing game‐based tools: Exploring the

      roles of a teacher maverick, administrative champion, and IT pioneer. Educational Technology Magazine, 57(2), 44-49.

    • Corwin, Z. B. (2014). The paper trail of Lily Salazar. In W. G. Tierney & J. E. Colyar (Eds.), High School Students and the Challenge of Access: Many Routes, Difficult Paths. NY: Peter Lang.

    • Tierney, W. G. & Corwin, Z. B. (2007).The tensions between academic freedom and institutional review boards. Qualitative Inquiry.

    • Tierney, W. G., Corwin, Z. B., & Colyar, J. E. (Eds.). (2004). Preparing for college: Nine elements of effective outreach. Albany, NY: SUNY press.

    • Corwin, Z.B, Colyar, J.E., & Tierney, W.G. (2004). Engaging research and practice: Extracurricular and curricular influences on college access. In W.G. Tierney, Z. B. Corwin, & J. E. Colyar (Eds.), Preparing for college: Nine elements of effective outreach. Albany, NY: SUNY press.

    • Corwin, Z. B., Venegas, K. M., Oliverez, P. M., & Colyar, J. E. (2004, July). School counsel: How appropriate guidance affects educational equity. Urban Education, 39 (4), 442- 457.

  • Michael Diamond

    • Books

    • Intermediate Accounting: Financial Reporting and Analysis, 2nd Edition Houghton Mifflin Co. with Curt Norton and Don Pagach, (January 2006).

    • Intermediate Accounting: Financial Reporting and Analysis, Houghton Mifflin Co. with Curt Norton and Don Pagach, (February 2005).

    • Financial Accounting: Reporting and Analysis, 6th Ed., South-Western Publishing Co. with James D. Stice and Earl K. Stice, (February 2003).

    • Financial Accounting: Reporting and Analysis, 5th Ed., South-Western Publishing Co. with James D. Stice and Earl K. Stice, (July 1999).

    • Monographs

    • Academic Leadership: Turning Vision into Reality , with Michael R. Moore, Ernst & Young Foundation (October 2000).

    • The Challenge of Change in Business Education , with Michael R. Moore, Ernst & Young Foundation (November 1996).

    • Articles

    • "How Prepared are America’s Colleges and Universities for Major Crises?” with Ian Mitroff and Murat Alpasan, Change Magazine, ( January/February 2006)

    • “Accounting Education, Research and Pract ice: After Enron Where Do We Go?” European Accounting Review (July 2005)

    • “Academic Scorecard,”Change Magazine, with Harold F. O’Neill, Jr., Estela Maria Bensimon, and Michael R. Moore, (November/December 1999).

  • Robert A. Filback

    • Espinet, T., Vuong, P. & Filback, R. (2020). Beyond onboarding: Building a culture of continuous professional development for effective online instruction, in Y. Inoue-Smith and T. McVey (Eds.), Optimizing higher education learning through activities and assessments. Hershey, PA: IGI Global.

    • Park, H., Filback, R. & Crawford, J. (2020). Increasing participation of international students in higher education classrooms through technology-enhanced instruction, in Y. Inoue-Smith and T. McVey (Eds.), Optimizing higher education learning through activities and assessments. Hershey, PA: IGI Global.

    • Filback, R. (2019). Learning to speak [Video-essay]. Produced in a workshop facilitated by StoryCenter.

    • Crawford, J., Filback, R. & Moore, E. (2018). The future of language education. Rossier Centenial Blog.

    • Filback, R., Krop, C., Seli, H. & Tambascia, T. (2017). Transforming education leaders: Impacts of the dissertation in practice on graduates of a global executive level Ed.D., in V. A. Storey (Ed.), Exploring the impact of the dissertation in practice. Charlotte, NC: Information Age Publishing.

    • Varshneya, K., Pangal, D., Borad, A., Patel, A., Tulpule, M., Menon, S., Menghani, R. and Filback, R. A. (2016). A report on the health and literacy attributes of Naga Valadia, a rural village in India. International Journal of Current Research (8)6, pp. 33729-33736.

    • Filback, R. A. & Chun, C. W. (2013). Masters of Arts in TESOL at the University of Southern California. Summarized in D. E. Murray (Author), A Case for Online English Language Teacher Education (pp. 81 - 82). Monterey, CA: The International Research Foundation for English Language Education.

    • Filback, R. (2013, June). Visit to Endupoto Primary School in Tanzania [Photo-essay]. Rossier Show and Tell Blog.

    • Filback, R. (2013). Foreword to M. Jago (author) ESL Shakespeare: 101 Everyday Phrases. Hanover, NH: Smith and Kraus.

    • Filback, R. & Green, A. (2013). New directions for diversity at USC Rossier. Futures in Urban Ed, The Magazine of the USC Rossier School of Education, Fall.

    • Filback, R. (2012). C/U level explores “foreign TA problem,” instruction for diverse student writers. CATESOL News 44 (1). CATESOL Association.

    • Filback, R. (2007). Working together: Offering and asking for help. In C. Hanson Hegger (Ed.), College English Listening and Speaking. Beijing: Peking University Press.

  • Shaun R. Harper

    • Harper, S. R., & Simmons, I. (2019). Black students at public colleges and universities: A 50-state report card. Los Angeles: University of Southern California, Race and Equity Center.

    • Harper, S. R. (2019). Twelve ways to demonstrate care for people of color. NASPA Leadership Exchange, 17(1), 34-37.

    • Harper, S. R. (2018). Black male student-athletes and racial inequities in NCAA Division I college sports: 2018 edition. Los Angeles: University of Southern California, Race and Equity Center.

    • Harper, S. R., Smith, E. J., & Davis III, C. H. F. (2018). A critical race case analysis of Black undergraduate student success at an urban university. Urban Education, 53(1), 3-25.

    • Cole, E. R., & Harper, S. R. (2017). Race and rhetoric: An analysis of college presidents’ statements on campus racial incidents. Journal of Diversity in Higher Education, 10(4), 318-333.

    • Harper, S. R., & Newman, C. B. (2016). Surprise and sensemaking in the first college year: Black undergraduate men’s academic adjustment experiences. Teachers College Record, 118(6), 1-30. 

    • Harper, S. R., & Davis III, C. H. F. (2016). Reducing racism in college classrooms: Eight actions for faculty. Academe, 102(6), 30-34.

    • Harper, S. R. (2016). Black male student-athletes and racial inequities in NCAA Division I revenue-generating college sports: 2016 edition. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education.

    • Harper, S. R. (2015). Black male college achievers and resistant responses to racist stereotypes at predominantly white colleges and universities. Harvard Educational Review, 85(4), 646-674.

    • Harper, S. R. (2015). Success in these schools? Visual counternarratives of young men of color and urban high schools they attend. Urban Education, 50(2), 139-169.

    • Harris III, F., & Harper, S. R. (2015). Matriculating masculinity: Understanding undergraduate men’s pre-college gender socialization. Journal of the First-Year Experience and Students in Transition, 27(2), 49-64.

    • Smith, E. J., & Harper, S. R. (2015). Disproportionate impact of K-12 school suspension and expulsion on Black students in Southern states. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education.

    • Harris III, F., & Harper, S. R. (2014). Beyond bad behaving brothers: Productive performances of masculinities among college fraternity men. International Journal of Qualitative Studies in Education, 27(6), 703-723. 

    • McGuire, K. M., Berhanu, J., Davis III, C. H. F., & Harper, S. R. (2014). In search of progressive black masculinities: Critical self-reflections on gender identity development among Black undergraduate men. Men and Masculinities, 17(3), 253-277.

    • Harper, S. R. and Associates. (2014). Succeeding in the city: A report from the New York City Black and Latino Male High School Achievement Study. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education.

    • Harper, S. R. (2013). Am I my brother’s teacher? Black undergraduates, peer pedagogies, and racial socialization in predominantly white postsecondary contexts. Review of Research in Education, 37(1), 183-211.

    • Harper, S. R. (2012). Race without racism: How higher education researchers minimize racist institutional norms. The Review of Higher Education, 36(1), 9-29.

    • Harper, S. R., & Davis III, C. H. F. (2012).  They (don’t) care about education: A counternarrative on Black male students’ responses to inequitable schooling. Educational Foundations, 26(1), 103-120.

    • Harper, S. R. (2012). Black male student success in higher education: A report from the national Black male college achievement study. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education.

    • Harper, S. R., & Harris III, F. (2012). A role for policymakers in improving the status of Black male students in U.S. higher education. Washington, DC: Institute for Higher Education Policy.

    • Harper, S. R., & Griffin, K. A. (2011). Opportunity beyond affirmative action: How low-income and working class Black male achievers access highly selective, high-cost colleges and universities. Harvard Journal of African American Public Policy, 17(1), 43-60.

    • Harper, S. R., Davis, R. J., Jones, D. E., McGowan, B. L., Ingram, T. N., & Platt, C. S. (2011). Race and racism in the experiences of Black male resident assistants at predominantly White universities. Journal of College Student Development, 52(2), 180-200.

    • Museus, S. D., Harper, S. R., & Nichols, A. H. (2010). Racial differences in postsecondary educational expectations: A structural model. Teachers College Record, 112(3), 811-842.

    • Harper, S. R. (2009). Niggers no more: A critical race counternarrative on Black male student achievement at predominantly white colleges and universities. International Journal of Qualitative Studies in Education, 22(6), 697-712.

    • Harper, S. R., Patton, L. D., & Wooden, O. S. (2009). Access and equity for African American students in higher education: A critical race historical analysis of policy efforts. Journal of Higher Education, 80(4), 389-414.

    • Harper, S. R., & Nichols, A. H. (2008). Are they not all the same? Racial heterogeneity among Black male undergraduates. Journal of College Student Development, 49(3), 199-214.

    • Harper, S. R. (2008).  Realizing the intended outcomes of Brown: High-achieving African American male undergraduates and social capital. American Behavioral Scientist, 51(7), 1029-1052.

    • Harper, S. R., & Quaye, S. J. (2007). Student organizations as venues for Black identity expression and development among African American male student leaders. Journal of College Student Development, 48(2), 127-144.

  • Adrian H. Huerta

    • Huerta, A. H., McDonough, P. M., Venegas, K. V. & Allen, W. R. (in press). College is…: Focusing on the college knowledge of gang-associated Latino boys and young men. Urban Education. DOI: 10.1177/0042085920934854 

    • Huerta, A. H., & Rios-Aguilar, C.​ (in press). “Treat a cop like they are God”: Exploring the relevance and utility of funds of gang knowledge among Latino male students. Urban Education. 

    • Huerta, A. H. (2018). Educational persistence in the face of violence: Narratives of resilient Latino male youth. Boyhood Studies, 11(2), 94-113.

    • Huerta, A. H., McDonough, P. M., & Allen, W. R. (2018). Employing a developmental perspective to examine how young men of color construct a college-going identity. Urban Review, DOI: 10.1007/s11256-018-0466-9​

    • Howard, T. C., Woodward, B., Navarro, O., Huerta, A. H., Haro, B., & Watson, K. (2019). (2019). Renaming the narrative, reclaiming their humanity: Black and Latino males descriptions of success. Teachers College Record. 121(5), 1-32

    • Martinez, E., & Huerta, A. H. (2020). Deferred enrollment: Chicano/Latino males, social mobility and military enlistment. Education & Urban Society, DOI: 10.1177/0013124518785021​

    • Estrada, J. N., Huerta, A. H., Hernandez, E., Hernandez, R., & Kim, S. (2018). Socio-ecological risk and protective factors for youth gang involvement. In H. Shapiro and associates (Eds.), The Handbook of Violence in Education: Forms, Factors, and Preventions. Hoboken, NJ: Wiley-Blackwell.

    • Garcia, G., Huerta, A. H., Ramirez, J. J., & Patron, O. E. (2017). Contexts that matter to the leadership development of Latino male college students: A mixed-methods perspective. Journal of College Student Development, 58(1), 1-18. 

    • Howard, T. C., & Associates (2017). The counter narrative: Reframing success of high achieving Black and Latino males in Los Angeles County. University of California, Los Angeles: UCLA Black Male Institute. 

    • Giraldo, L. G., Huerta, A. H., & Solórzano, D. G. (2017). From incarceration to community college: Funds of knowledge, community cultural wealth, and critical race theory. In C. Rios-Aguilar & J. M. Kiyama (Eds.), Funds of Knowledge in Higher Education: Honoring Students’ Cultural Experiences and Resources as Strengths (pp. 48-65). New York: Routledge. 

    • Santos, J. L., Roth, K., & Huerta, A. H., & Ritter, Z. (2015). Technology and improving learning outcomes: A discussion of policy, costs and access. In R. T. Teranishi, L. Bordoloi Pazich, M. Knobel, & W. R. Allen (Eds.), Mitigating Inequality: Higher Education Research, Policy, and Practice in an Era of Massification and Stratification. U.K.: Emerald Group Publishing.

    • Huerta, A. H. (2015). “I didn’t want my life to be like that”: Gangs, college, or the military for Latino male high school students. Journal of Latino/Latin American Studies, 7(2), 156-167.

    • Huerta, A. H. (2015). The role of counselors in facilitating college opportunities for marginalized student populations. In J. D. Mathis, R. M. Rall & T. M. Laudino (Eds.), Fundamentals of college admission counseling: A textbook for graduate students and practicing counselors (pp. 276-289). Arlington, VA: NACAC.

    • Huerta, A. H., & Fishman, S. M. (2014). Marginality and mattering: Urban Latino male undergraduates in higher education. Journal of The First-Year Experience & Students in Transition, 26(1), 85 -100.

    • Sanchez, S. M., Huerta, A. H., & Venegas, K. M. (2012). Latino males and college preparation programs: Examples of increased access. Metropolitan Universities, 22(3), 27-45.

    • Venegas, K. M., & Huerta, A. H. (2010). Urban ethnography: Approaches, perspectives and challenges. In M. Savin-Baden & C. H. Major (Eds.), New approaches to qualitative research: Wisdom and uncertainty (pp. 154-161). New York: Taylor Francis.

  • Adrianna Kezar

    • Books

    • Kezar, A., & Depaola, T., Scott, D. (2019). The gig academy. Baltimore, MD: Johns Hopkins University Press.

    • Kezar, A. & Posselt, J., (2019). Administration for social justice and equity. New York, NY: Routledge.

    • Kezar, A. & Maxey, D. (2016). The Faculty for the 21st century: Moving to a mission-oriented and learner-centered faculty model.  New Jersey:  Rutgers Press.

    • Kezar, A. (2014). How change works in higher education. New York:  Routledge.

    • Kezar, A. (2013). How colleges change. New York:  Routledge.

    • Kezar, A. (Ed.). (2012). Embracing non-tenure track faculty:  Changing campuses for the new faculty majority.  New York:  Routledge.

    • Kezar, A. & Lester, J. (2011). Enhancing campus capacity for leadership:  An Examination of grassroots leaders.  Stanford Press.

    • Kezar, A. (Ed.). (2010).  Recognizing and serving low-income students in postsecondary education: An examination of institutional policies, practices, and culture. New York:  Routledge.

    • Kezar, A & Lester, J. (2009).  Organizing for collaboration in higher education: A guide for campus leaders.  Jossey Bass Press.

    • Kezar, A.  (Ed.). (2009).  Rethinking leadership practices in a complex, multicultural and global environment.  Stylus Press

    • Kezar, A., Chambers, T., & Burkhardt, J. (Eds.).  (2005). Higher education for the public good:  Emerging voices from a national movement.  San Francisco:  Jossey-Bass.

    • Eckel, P., & Kezar, A. (2003). Taking the reins:  Institutional transformation in higher education.  Phoenix, AZ: ACE-ORYX Press.

    • Monographs

    • Bernstein, S. & Kezar, A. (2017). Intellectual Property, Faculty Rights, and the Public Good.  New Directions for Higher Education.  Number.  San Francisco: Jossey-Bass.

    • Kezar, A. & Sam. C. (2010).  Understanding the new majority: Contingent faculty in higher education. Volume. I ASHE Higher Education Report Series.  San Francisco:  Jossey Bass.

    • Kezar, A. & Sam. C. (2010).  Understanding the new majority: Contingent faculty in higher education. Volume II. ASHE Higher Education Report Series.  San Francisco:  Jossey Bass.

    • Kezar, A., & Carducci, R  & Contreras-McGavin, M. (2006).  Rethinking the “L” word in higher education:  The revolution of research on leadership.  San Francisco:  Jossey-Bass.

    • Kezar, A. (Ed.). (2005). Higher education as a learning organization:  Promising concepts and approaches.  New Directions for Higher Education.  Number 131/Fall.  San Francisco: Jossey-Bass.

    • Kezar, A., Hirsch, D., & Burack, K. (Eds.).  (2002).  Understanding the role of academic and student affairs collaboration in creating a successful learning environment.  New Directions for Higher Education.  Number 116/Winter. San Francisco: Jossey-Bass.

    • Kezar, A. (2002).  Reconstructing exclusive and static images of leadership: An application of positionality theory. The Journal of Leadership Studies, 3(3), 94-109.

    • Kezar, A.  (2001). Understanding and facilitating organizational change in the 21st Century:  Recent research and conceptualizations. Washington, D.C.:  ASHE-ERIC Higher Education Reports.

    • Kezar, A,. & Eckel, P. (Eds.).  (2000).  Moving beyond the gap between research and practice in higher education.  New Directions for Higher Education.  Number 110/Summer.  San Francisco: Jossey-Bass.

    • Toma, D., & Kezar, A. (Eds.). (1999). The collegiate ideal:  The current state and future prospects of the idea of campus.  New Directions for Higher Education.  Number 105/Spring.  San Francisco:  Jossey-Bass

    • Articles in Refereed Journals

    • Kezar, A. & Gehrke, S. (2018). Communities of transformation: Creating changes to deeply entrenched issues.  International journal of qualitative education research.

    • Kezar, A. & Gehrke, S. (2017). Lasting STEM reform: Sustaining non-organizationally located communities of practice focused on STEM reform.  Journal of higher education.

    • Kezar, A. Gehrke, S., &  Bernstein, S. (2017). Designing for success in STEM communities of practice:  Philosophy and personal interactions.  Review of higher education.

    • Kezar, A. & Gehrke, S. (2017). Strategies for achieving scale within communities of practice aimed at pedagogical reform in higher education.  Teachers College Record

       

    • Lester, J., Kezar, A. & Bernstein, S. (2017). Leadership within communities of practice:  Strategies for distributing leadership and challenges. Journal of the professoriate.

    • Gehrke, S. & Kezar, A. (2017). The roles of STEM faculty communities of practice in institutional and departmental reform in higher education. AERA Journal.

    • Gehrke, S. & Kezar, A. (2017). Perceived individual benefits related to STEM Reform associated with engagement in and design of undergraduate faculty communities of practice. Research in higher education.

    • Kezar, A. & Gehrke, S. (2016). Exploring deans’ decision-making process in hiring at four-year institutions:  Exploring a model of pressures, values, and organizational processes. Journal of Higher Education.

    • Gehrke, S. & Kezar, A. (2015). The benefits of STEM reform through communities of transformation. Change.

    • Kezar, A., Gehrke, S., & Elrod, S.  (2015). Implicit theories of change:  Hidden barriers to change on college campuses.  Review of Higher Education.

    • Maxey, D. & Kezar, A. (2015). Improving education research through the Delphi method.  Education Policy. June 1, 2015, doi: 10.1177/0895904815586856

    • Gehrke, S. & Kezar, A.  (2015). Unbundling the faculty role:  A historical, theoretical and empirical review.  In Higher Education: Handbook of Theory and Research (pp. 93-150). Springer International Publishing.

    • Kezar, A. & Maxey, D. (2015). Delphi Process:  An untapped form of participatory research.  Journal of Social Science Research Methods, 1-18.

    • Maxey, D. & Kezar, A (2015).  Understanding the shift to a largely non-tenure track faculty.  Journal of Higher Education.   86.4 (2015): 564-594

    • Elrod, S. & Kezar, A. (2014). The Keck/PKAL Scientific Framework for strategic change in STEM education. 

    • Kezar, A. & Maxey, D. (2014). Faculty matter:  So why doesn’t anyone think so?   Thought and Action.  30, 29-44.

    • Kezar, A & Maxey, D. (2014).  Understanding Key Stakeholder Belief Systems or Institutional Logics Related to Non-Tenure-Track Faculty and the Changing Professoriate. Teacher’s College Record. 116(10), on-line so no page numbers.

    • Kezar, A., & Maxey, D. (2014). Troubling ethical lapses: The treatment of contingent faculty. Change, 46(4), 34-37.

    • Gehrke, S. J., & Kezar, A. (2014). Supporting non-tenure-track faculty at four-year colleges and universities: A national study of deans’ values and decisions. Educational Policy. Advanced online publication. doi: 10.1177/0895904814531651

    • Kezar, A. & Lester, J. (2014). Building STEM faculty leaders on campus. Journal of Leadership Studies, 8(1), 57-62.

    • Elrod, S. & Kezar, A. (2014).  Developing leadership in STEM fields:  The PKAL summer leadership institute. Journal of Leadership Studies, 8(1), 33-39.

    • Kezar, A. & Gehrke, S. (2014). Why are we hiring so many non-tenure-track faculty?  Liberal Education, 100(1), 44-51.

    • Kezar, A. (2014). Higher Education Change and Social Networks: A Review of Research. The Journal of Higher Education, 85(1), 91-125.

    • Kezar, A. & Maxey, D.  (2013). Change requires discipline: How faculty members working through disciplinary associations can create a better future for the professoriate.  Academe, 99(5) (no page numbers, electronic journal). 

    • Kezar, A. (2013).  Non-tenure-track faculty’s social construction of a supportive work environment. Teachers College Record, 115(12), on line, no page numbers.

    • Kezar, A. & Gehrke, S. (2013, August/September).  Supporting the new faculty majority: Perspectives from a national study of deans.  Peer Review.

    • Kezar, A. & Gehrke, S. (2013). Why are we hiring so many non-tenure-track faculty?  Liberal Education.

    • Kezar, A. & Maxey, D.  (2013, May/June). The Necessity of Trustee Leadership to Address the Changing Faculty. Trusteeship, 12-15.

    • Kezar, A.  (2013). Comparing supportive and unsupportive departments for non-tenure track faculty:  Impact on willing, capacity and opportunity to perform. Research in Higher Education, 54(5), 571-598.

    • Shahjahan, R. &  Kezar, A. (2013). Beyond the “National Container”: Addressing Methodological Nationalism in Higher Education Research.  Educational Researcher, 42, 20-28. 

    • Kezar, A. (2013).  Four cultures of the new academy:  Support for non-tenure track faculty.  Journal of Higher Education, Volume 84, Issue 2, 153-158.

    • Kezar, A. & Sam, C. (2013). Institutionalizing equitable policies and practices for contingent faculty.  Journal of Higher Education, 84(1), 56-87.

    • Kezar, A. (2012).  Understanding sensemaking in transformational change processes from the bottom up.  Studies in Higher Education, 65, 761-780. 

    • Kezar, A. & Sam, C. (2012). Governance as a catalyst for change:  Creating a contingent faculty friendly academy.  Educational Policy, 24, 500-533.

    • Kezar, A. (2012).  Bridging the great divide:  Campus ideals for faculty and non-tenure track faculty realities.  Change, 44(6) 6-14. 

    • Kezar, A., Hartley, M. & Maxey, D.  (2012).  Increasing civic engagement on college campuses:  The missing role of shared governance.  Liberal Education, 98(3), on-line no page numbers. 

    • Kezar, A.  (2012). Organizational conditions that shape the implementation of student learning outcomes assessment. Innovative Higher Education.

    • Lester, J. & Kezar, A. (2012).  The formation and strategies of grassroots leadership teams.  Innovative Higher Education, (37)2, 105-124.

    • Kezar, A. (January, 2012). The path to pedagogical reform in the Sciences:  Engaging social movement and mutual adaptation models of change.  Liberal Education, (98)1, 14-19.

    • Kezar, A. & Elrod, S. (February, 2012). How campuses can facilitate interdisciplinary learning: Leadership lessons from Project Kaleidoscope’s national initiative. Change, 13-21.

    • Kezar, A. & Sam, C. (2011). New Theories for conceptualizing contingent faculty.  American Behavioral Scientist, 55(11), 1419-1442. 

    • Kezar, A. (2011).  Faculty and staff grassroots leader’s beliefs about power:  Do their beliefs affect their strategies and effectiveness?  International Journal of Leadership Studies, 6(1), 84-103. 

    • Kezar, A. & Dee. J.  (2011).  Conducting paradigm-crossing analyses of higher education organizations:  Transforming the study of colleges and universities.  Higher Education Handbook, 26, 265-315.

    • Kezar, A.  (2011).  Leading bottom up change:  Encounters with power and oppression. International Journal of Qualitative Studies in Education, 24(4), 1-31.

    • Kezar, A. (2011). What is the best way to achieve reach of improved practices in education. Innovative Higher Education, 36(11), 235-249.

    • Kezar, A., Gallant, T., Lester, J.  (2011).  Everyday people making a difference on college campuses:  The tempered grassroots leadership strategies of faculty and staff.  Studies in Higher Education, 36(2), 129-151.

    • Kezar, A. (2010).  Faculty and staff partnering with student activists:  Unexplored terrains of interaction and development.  Journal of College Student Development, 51(5), 451-480.

    • Kezar, A. (2010). Culture clashes and their impact on partnering between community agencies and postsecondary institutions to help low income students attend college. Education and Urban Society, 1-39.

    • Reille. A & Kezar, A. (2010).  Balancing the pros and cons of community college “Grow your own leadership programs.  Community College Review, 38(1), 59-81.

    • Kezar, A. & Lester, J.  (2010).  Breaking the barriers of essentialism in leadership research:  Positionality as a promising practice. Feminist formations, 22(1), 163-185.

    • Kezar, A., Lester, J, & Yang, H. (2010). Financial education: A missing piece in student learning, About Campus, 20-28.

    • Kezar, A. & Lester, J. (2009).  Supporting faculty grassroots leadership. Research in Higher Education, (50), 715-740. 

    • Kezar, A., Lester, J. & Yang, H.  (2009).  Non-profits partnering with postsecondary institutions to increase low-income student access.  Educational Policy,24(3), 500-533.

    • Kezar, A. (2009, November/December).  Unexplored Terrain:  Is too much change happening in higher education? Change, 35-45.

    • Kezar, A. & Lester, J. (2009, March/April).  The importance of external influences in the promotion of grassroots change in higher education: The promise of virtual networks. Change, 45-51.

    • Kezar, A. & Eckel, P.  (2008).  Advancing diversity agendas on campus:  Examining transactional and transformational presidential leadership styles.  International Journal of Leadership in Education, (11)4, 379-405.

    • Kezar, A. (2008).  Is there a way out?  Examining the commercialization of higher education.  Journal of Higher Education, 79(4) 473-482.

    • Kezar, A, (2008).  Understanding leadership strategies for addressing the politics of diversity.  The Journal of Higher Education. 79(4), 406-441.

    • Kezar, A., Eckel, P., Contreras-McGavin, M. & Quaye, S. (2008). Creating a web of support:  An important leadership strategy for advancing campus diversity.  Higher Education, 69-92

    • Kezar, A.& Lester, J.  (2008).  Leadership in a divided world of feminism.  Journal of Women in Higher Education, 1(1), 49-73.

    • Kezar, A., Lester, J. Glenn, W., & Nokamato, J. (2008).  Examining contextual features that affect implementation of equity initiatives.  Journal of Higher Education. 79(2), 125–159.

    • Kezar, A. (2007).  Tools for a time and place:  Phased leadership strategies for advancing campus diversity.  Review of Higher Education, 30(4), 413-439.

    • Kezar, A. (2007).  A tale of two cultures:  Universities and schools working together.  Metropolitan University Journal (18) 4, 28-47 .

    • Kezar, A., Lester, J., Carducci, R., Bertram Gallant, T., Contreras McGavin, M. (2007).  Where are the faculty leaders?  Liberal Education, 93(4), 14-21.

    • Kezar, A. (2007).  Learning from and with students:  College presidents creating organizational learning to advance diversity agendas. NASPA Journal, 44(3), 578-610.

    • Kezar, A.  (2007).  Successful student engagement: Aligning and fostering institutional ethos.  About Campus, 3(6), 13-19.

    • Kezar, A. (2007, July/August). Learning to ensure the success for students of color: A systemic approach to effecting change.  Change, 19-25.

    • Kezar, A. (2006).  Rethinking public board performance:  Results of a national study of public governing boards.  The Journal of Higher Education. 77(6), 968-1008.

    • Kinzie, J., Magolda, P. Kezar, A., Kuh, G., Hinkle, S. Whitt, E.  (2006).  Methodological Challenges and Tensions in  Multi-Investigator Multi-Institutional Research.  Higher Education, June, electronic journal, no page numbers .

    • Kezar, A. (2006). Redesigning for collaboration in learning initiatives:  An examination of four highly collaborative campuses. The Journal of Higher Education, 77(5), 804-838.

    • Kezar, A.  (2006).  Examining the ways institutions create student engagement:  The role of mission.  Journal of College Student Development 47(2), 149-171.

    • Kezar, A. (2006).  To develop or not to develop theory:  That is the question? Handbook of Higher Education Research, Vol. XXI, 283-344. 

    • Kezar, A. & Carducci, R. (2006).  Cultivating revolutionary educational leaders: Translating emerging theories into action.  Journal of Leadership Development, 1(2), 1-46. 

    • Kezar, A., Lester, J., & Anderson, G. (2006, Fall).  Lacking courage, corporate sellout, not a real faculty member:  Challenging stereotypes of non tenure track faculty that prevent effective governance.  Thought and Action, 22, 121-132.

    • Kezar, A.  (2006). The impact of institutional size on student engagement.  NASPA Journal, 43(1), 87-114.

    • Kezar, A. (2005). Redesigning for collaboration with higher education institutions:  An exploration into the developmental process.  Research in Higher Education, 46(7), 831-860.

    • Kezar, A. (2005). Consequences of radical change in governance.  The Journal of Higher Education, 76(6), 634-668.

    • Kezar, A. (2005).  Moving from I to we: Re-organizing for collaboration in higher education. Change, 37(6), 50-57.

    • Kezar, A. (2004).  Philosophy, leadership, and scholarship:  Confucian contributions to a leadership debate.  Leadership Review, 4, 110-131.

    • Kezar, A. (2004).  Obtaining integrity?:  Reviewing and examining the charter between higher education and society.  The Review of Higher Education, 27(4), 429-459.

    • Kezar, A., & Eckel, P.  (2004). Meeting today’s governance challenges:  A synthesis of the literature and examination of a future research agenda. The Journal of Higher Education 75(4), 371-400.

    • Kezar, A. (2004).  Wrestling with philosophy:  Improving scholarship in higher education.  The Journal of Higher Education, 75(1), 42-55

    • Kezar, A. (2003). Achieving student success:  Strategies for creating partnerships between academic and student affairs.  NASPA Journal, 41(1), 1-22.

    • Kezar, A. (2003). Elite interviews:  Missing link to transforming power relations.  Qualitative Inquiry, 9(3), 1-21

    • Kezar, A. (2003).  Enhancing innovative partnerships:  Creating a change model for academic and student affairs collaboration.  Innovative Higher Education, 28(2), 137-156.

    • Eckel, P. & Kezar, A. (2003).  Key strategies for making new institutional sense.  Higher Education Policy, 16(1), 39-53.

    • Kezar, A. (2002). Expanding notions of leadership to capture pluralistic voices:  Positionality theory in practice. Journal of College Student Development, 43(4), 558-578.

    • Kezar, A., & Eckel, P. (2002).  Examining the institutional transformation process: The importance of sensemaking, inter-related strategies and balance.  Research in Higher Education, 43(4), 295-328.

    • Kezar, A., & Eckel, P. (2002).  The effect of institutional culture on change strategies in higher education: Universal principles or culturally responsive concepts?  The Journal of Higher Education, 73(4), 435-460.

    • Kezar, A.  (2002).  Assessing community service learning:  Are we identifying the right outcomes?  About Campus, 7(2), 4-20.

    • Kezar, A. (2002). Overcoming obstacles to change within urban institutions: The mobile framework and engaging institutional culture.  Metropolitan Universities Journal, 13(2), 68-80.

    • Kezar, A. (2002). Becoming a pluralistic leader: Using case stories to transform beliefs.  Metropolitan Universities Journal, 13(2), 95-104.

    • Kezar, A., & Rhoads, R. (2001).  The dynamic tension of service learning: A philosophical perspective.  The Journal of Higher Education, 72(2), 125-148.

    • Kezar, A.  (2001). Theory of multiple intelligences: Implications for higher education.  Innovative Higher Education, 26(2), 141-154.

    • Kezar, A. (2001).  Investigating organizational fit in a participatory leadership environment.  Journal of Higher Education Policy and Management, 23(1), 85-102.

    • Retrieved June, 2001, from, http://www.nawe.org/journal/59.4/gangone.htm    

    • Kezar, A. (2000).  Still trees without fruit?: Higher education research at the millennium.  The Review of Higher Education, 23(4), 443-468.

    • Kezar, A., & Moriarty, D.  (2000).  Expanding our understanding of student leadership development:  A study exploring gender and race/ethnicity. Journal of College Student Development, 41(1), 55-70.

    • Kezar, A. (2000).  Pluralistic leadership: Incorporating diverse voices.  Journal of Higher Education, 71(6), 722-743.

    • Kezar, A., & Gangone, L. (2000).  Meeting the leadership challenges of the 21st Century:  An evaluation of a national leadership institute.  Initiatives, 59(4).

    • Kezar, A. (2000).  Pluralistic leadership: Bringing diverse voices to the table.  About Campus, 5(3), 6-11.

    • Kezar, A.  (2000).  Pilot studies:  Beginning the hermeneutic circle.  Research in Higher Education, 41(3), 385-400.

    • Special Issue Editor for Journals

    • Kezar, A. (Ed). (2011). Contingent faculty in academy:  Current challenges and prospects.  American Behavioral Scientist, 55(11).

    • Kezar, A. (Ed.). (2009).  Understanding the dynamics of grassroots leadership in postsecondary education.  Journal of Change Management, 25(2).

    • Kezar, A. (Ed.). (2004).  Critical methodological questions:  Refining higher education research.  The Journal of Higher Education, 75(1).

    • Kezar, A. (Ed.). (2002).  Leadership in urban universities in the 21st century:  Institutional change, accountability, and inclusiveness.  Metropolitan Universities Journal, 13(2).

    • Kezar. A. & Elrod, S. (2014).  Educating and developing STEM faculty leaders. Journal of Leadership Studies. 8(1).

  • Esther C. Kim

    • Kendall, N., Goerisch, D., Kim, E.C., Vernon, F., & Wolfgram, M. (2020). The true costs of college. Palgrave Macmillan.

    • Kim, E.C.  (2018 April). Live from my Living Room Desk, it’s Online Teaching! The Chronicle of Higher Education.

       

    • Kim, E.C. (2015). International Professors in China: Prestige Maintenance and Making Sense of Teaching Abroad. Current Sociology 63(4): 604-620.

       

    • Goldrick-Rab, S., Kendall, N., Goerisch, D., Kim, E.C., Vernon, F., and Wolfgram, M. (2015 September 30). “The True Costs of College Attendance,” A report to the Lumina Foundation.

       

       

    • Kim, E.C. (2012). Nonsocial Transient Behavior: Social Disengagement on the Greyhound Bus. Symbolic Interaction 35(3): 267-283.

       

    • Kim, E.C. (2012). “Call me Mama”: An Ethnographic Portrait of an Employer of Undocumented Workers. The ANNALS of the American Academy of Political and Social Science 642: 170-185.

       

    • Kim, E.C. (2012 August 14). Enjoy the Silence: Commuters are Nonsocial for Good Reason. TheConversation.Edu.Au

       

    • Kim, E.C. (2010). Foods and Foodways in Korean American Families and Communities. Encyclopedia of Asian American Folklore and Folklife, Jonathan H.X. Lee and Kathleen Nadeau (ed.s). ABC-CLIO.

    • Kim, E.C. (2009). Mama’s Family: Fictive Kinship and Undocumented Immigrant Restaurant Workers. Ethnography 10(4): 497-513.

       

  • Doug Lynch

    • Lynch, D. (2015)  Lies About Learning Research. In Israelite, L., (Ed) More Lies About Learning: Leading Executives Separate Truth From Fiction. Alexandria, VA: ATD Press.

    • Lynch, D., City, E., Elmore, R. (2012). The Future Of Learning Is Not The Future Of Schooling. In Metha, J (Ed) The Futures Of School Reform, Harvard Education Press. Cambridge, Ma. 

    • Lynch, D. (2012) Busted Learning Myths. CLO Magazine, February 14.

    • Lynch, D., Gottfried, M.A., Green, W. Thomas, C., Varga, M. (2012). Rethinking The Measurement Of Training And Development In The Professions: A Conceptual Model. In Wang, V (Ed) Vocational Education Technologies And Advances In Adult Learning: New Concepts. Igi Global, Hershey, Pa. 

    • Lynch, D., Cody, S., Green, W. (2012). The Emperor Has No Clothes: Corporate Training Myths. In Bensoter, G. (Ed) Encyclopedia Of Human Resource Management, Critical And Emerging Issues In Human Resources (Volume 3). Hoboken, NJ. 

    • Lynch, D. (2012) It's Time For New Ventures In Teacher Training. Ed Week, February 8.  

    • Lynch,D. (2011) Will Big Employers Be Game Changers? Ed Week, May 19.

    • Lynch D. (Producer). A Safe Place To Play (Broadcast Dec. 2010). Philadelphia, Pa: WHYY-TV 

    • Lynch D. (Producer). Freedom School (Broadcast Feb. 17, 2010). Philadelphia, Pa: WHYY-TV 

    • Lynch D., Green, W., Thomas, C. (2010) Online Learning: An Examination Of Contexts In Corporate, Higher Education, And K-12 Environments. In Wang, V (Ed) Encyclopedia Of Information Communication Technologies And Adult Education. Igi Global, Hershey, Pa. 

    • Lynch, D., & Worden, J. (2010) It’s All About The People. Phi Delta Kappan, November 

    • Lynch D., Gottfried, M. (2010) The Role Of Educational Tools In Reform. In Hess, F (Ed) The Demand Side Of Education Reform. Harvard Education Press, Cambridge, Ma. 

    • Lynch D., Mccorckle, K., Gottfried, M., Lasky, D. (2009) So What Do We Mean By A School Of The Future? In Hess, F (Ed) Microsoft’s School Of The Future. Harvard Education Press, Cambridge, Ma. 

    • Lynch D., Green, W., Gottfried, M., Thomas, C. (2009) Do We Need A Non-Traditional Education Production Function For Non-Traditional Students? In Perna, L (Ed) Understanding The Meaning Of “Work” For Today’s Undergraduate. Sage Publications, New York, NY. 

    • Lynch D., & O’Connor B. (2009) Partnerships Between Workplaces And Institutions. In Mallach M Et Al (Ed) The International Handbook Of Workplace Learning. Sage Publications, New York, NY. 

    • Lynch, D. (2009) Standards Of Quality Assurance In International Non-Formal Education. In Strohschen G., (Ed) Handbook Of Blended Shore Education. Springer Publishing, Chicago, IL. 

    • Lynch, D., Gottfried, M.A., Green, W. Thomas, C., Varga, M. (2009) The Training And Development Industry: How Can We Quantify Its Size? International Journal Of Adult Vocational Education And Technology 

    • Koerner, M., Lynch, D., & Martin, S. (2008) “Why We Partner With Teach For America: Changing The Conversation.” Phi Delta Kappan, V89. N10 

    • Lynch D. (2007) An Editorial: Where Is Talent Management In Higher Education? Inside Higher Education Views. 

    • Lynch D., Sugrue, B., Rivera, R., & Betof, A. (2007) Learning Executive Profile. Alexandria, VA: American Society For Training & Development. 

    • Lynch D. (2007). An Editorial: Invest In Workers To Improve The Bottom Line. Measurement, Evaluation & ROI News. Alexandria, Va. American Society For Training And Development. 

    • Lynch, D., & Barger, M. (2006). Corporate-Higher Education Learning Initiatives: When Values Align. Continuing Higher Education Review. Cambridge, Ma: Harvard University Press. 

    • Lynch, D., & Sugrue, B. (2006). Profiling A New Breed Of Learning Executive. Training & Development Magazine (T+D). Alexandria, VA: American Society For Training & Development. 

    • Lynch, D. (2005). Initiating Higher Education Partnerships For Corporate Training. Hr Alert, Volume Viii. New York: Human Resources IQ. 

    • Lynch, D. (2005). Success Versus Value: What Do We Mean By The Business Of Online Education? In J.C. Moore (Eds.) Elements Of Quality Online Education: Engaging Communities. New York: Alfred C. Sloan Foundation. 

  • Tatiana Melguizo

    • Recent Papers in Peer-Reviewed Journals

    • Melguizo, T., Kosiewicz, H., Prather, G., & Bos, H. (2014).  How are community college students assessed and placed in developmental math? Grounding our understanding in reality. Journal of Higher Education.

    • Melguizo, T., & Wolniak, G. (2012). The earnings benefits of majoring in STEM fields among high achieving minority students. Research in Higher Education, 53(4), 383-405.

    • Melguizo, T., & Chung, A. (2012). College aid policy and competition for diversity. The Review of Higher Education, 35(3).

    • Melguizo, T. (2011). A review of the theories developed to describe the process of college persistence and attainment. In J.C. Smart (Ed.), Higher Education: Handbook of Theory and Research.

    • Melguizo, T., Kienzl, G., & Alfonso, M. (2011). Comparing the educational attainment of community college transfer students and four-year rising juniors using propensity score matching methods. The Journal of Higher Education, 82(3), 265-291.

    • Melguizo, T., Bos, H., & Prather, G. (2011). Is developmental education helping community college students persist? A critical review of the literature. American Behavioral Scientist, 55(2), 173-184.

    • Melguizo, T., Sanchez, F.J., & Jaime, H. (2011). The association between financial aid availability and the college dropout rates in Colombia. Higher Education, 62(2), 231-247.

    • Melguizo, T. (2010). Are students of color more likely to graduate from college if they attend more selective institutions? Evidence from the first cohort of recipients and non-recipients of the Gates Millennium Scholarship (GMS) program. Educational Evaluation and Policy Analysis, 32, 230-248.

    • Ngo, F. & Melguizo, T.  (forthcoming). How can placement policy improve math remediation outcomes? Evidence from experimentation in community colleges. Educational Evaluation and Policy Analysis.

    • Melguizo, T., Bos, H., Ngo, F., Mills, N., & Prather, G. (forthcoming).  Using a regression discontinuity design to estimate the impact of placement decisions in developmental math. Research in Higher Education.

    • Fong, K., Melguizo, T., & Prather, G. (2015). Increasing success rates in developmental math: The complementary role of individual and institutional characteristics. Research in Higher Education.

  • Julie R. Posselt

    • Posselt, J., Porter, K., & Kamimura, A. (In press for August 2018). Organizational pathways toward gender equity in STEM. American Journal of Education.

    • Slay, K., Reyes, K., & Posselt, J. (In press for Summer 2018). Bait and switch? Representation, climate, and the tensions of diversity in graduate education. Review of Higher Education.

    • Posselt, J. R. (In press for August 2018). Normalizing struggle: Dimensions of faculty support for doctoral students and implications for persistence and wellbeing. Journal of Higher Education.

    • Posselt, J. R. (In press for Summer 2018). Trust networks: A new perspective on pedigree and the ambiguities of admissions. Accepted in Review of Higher Education.

    • Posselt, J. (2018). Review of ‘The Diversity Bargain and other Dilemmas of Race, Admissions, and Meritocracy at Elite Universities.’ Political Science Quarterly.

    • Posselt, J. (2018). Rigor and support in racialized learning environments: The case of graduate education. New Directions for Higher Education 181, 59-70.

    • Posselt, J. & Grodsky, E. (2017). Graduate education and social stratification. Annual Review of Sociology 43, 353-378.

    • McCallum, C., Posselt, J.R., & Lopez, E. (2017). Graduate school choice for African Americans: Relating the roles of family, fictive kin, faculty, & student affairs practitioners. In A. Mountford-Zimdars, & N. Harrison (Eds.). Access to higher education: Theoretical perspectives and contemporary challenges. New York: Routledge.

       

    • Posselt, J. R., Reyes, K. A., Slay, K., Kamimura, A., and Porter, K. (2017). Equity efforts as boundary work: How symbolic and social boundaries shape access and inclusion in graduate education. Accepted in Teachers College Record.

    • Posselt, J. R. (2016). Inside graduate admissions: Merit, diversity, and faculty gatekeeping. Cambridge, MA: Harvard University Press.

    •  Eisenberg, D., Lipson, S., & Posselt, J. R. (2016). Promoting resilience and retention. New Directions in Student Services: College Student Mental Health. Vol.156.

    • Posselt, J. R., Lipson, S. K. (2016). Competitiveness and mental health in the college classroom: Variations across social identities and fields of study. Journal of College Student Development 57 (8), 973-989.

    • Jaquette, O., Curs, B., & Posselt, J.R. (2016). Tuition rich, mission poor: Nonresident enrollment and the changing racial and class composition of public research universities.  Journal of Higher Education 87 (5), 635-673.

    • Posselt, J. R. (2015).  Disciplinary logics in doctoral admissions: Understanding patterns of faculty evaluation. Journal of Higher Education 86 (6), 807-833.

    • Posselt, J. R. (2015). Applicant evaluation as admissions practice: A socio-cognitive framework of faculty judgment. International Handbook of Higher Education Admissions Policy. New York: Peter Lang Publishers.

    • Kamimura, A. P. & Posselt, J. R. (2015).  The benefits of diversity for innovation in academic research. In L. R. Roberts, L. Wooten, & M. Davidson (Eds.) Positive Organizing in a Global Society: Understanding and Engaging Differences for Capacity Building and Inclusion. New York: Routledge.   

    • Bielby, R., Posselt, J. R., Bastedo, M., & Jaquette, O. (2014). Why are women underrepresented in elite colleges and universities? A non-linear decomposition analysis. Research in Higher Education 55 (8), 735-760.

    • Posselt, J. R. (2014). Toward inclusive excellence in U.S. graduate education: Constructing merit and diversity in PhD admissions. American Journal of Education, 120(4), 481-514.

    • Posselt, J. R., Jaquette, O., Bielby, R. & Bastedo, M. (2012). Access without equity: Longitudinal analyses of institutional stratification by race and ethnicity, 1972-2004. American Educational Research Journal 49 (6), 1074-1111.

    • Posselt, J. R. & Black, K. R. (2012). Developing the research identities and aspirations of first-generation college students: Evidence from the McNair Scholars Program. International Journal of Researcher Development 3(1), 26-48.

    • Masse, J. C., Perez, R. J., Posselt, J. R. (2010). Revisiting college predisposition: Integrating sociological and psychological perspectives on inequality. Equity and Excellence in Education 43 (3), 279-293.

    • Posselt, J. R. (2009).  The rise and fall of need-based grants: A critical review of presidential discourses on higher education.  Higher Education: Handbook of Theory and Research, Volume 24, 183-226.

    • Posselt, J. R., & Black, K. R. (2007). Students to scholars: An undergraduate research curriculum facilitating graduate school enrollment.  In Karutkis, K.K. and Elgren, T. (Eds). Designing, Implementing, and Sustaining a Research-Supportive Undergraduate Curriculum. Washington, DC: Council on Undergraduate Research.

    • Hess, D. & Posselt, J. R. (2002). How students experience and learn from the discussion of controversial public issues in secondary social studies. Journal of Curriculum and Supervision, 17(4), 283-314.

  • Melora Sundt

    • Ferrario, K., Hyde, C., Martinez, B., Sundt, M. (2013). An honest account of the humbling experience of learning to teach online. In Teaching and Learning in the Digital World: Possibilities and Challenges. Learning Landscapes, 3, 85-96.

  • Tracy Poon Tambascia

    • Tambascia, T. P. (2019). No ways …finished. In M. G. Burke & U. M. Robinson (Eds.), No Ways Tired: The Journey for Professionals of Color in Student Affairs (Vol. 3). Charlotte, NC: Information Age Publishing.

    • Filback, R., Krop, C., Seli, H. & Tambascia, T. (2017). Transforming education leaders: Impacts of the dissertation in practice on graduates of a global executive level Ed.D., in V. A. Storey (Ed.), Exploring the impact of the dissertation in practice. Charlotte, NC: Information Age Publishing.

    • Tambascia, T. P., Wang, J., Tcheng, B., & Bui, V. (2015). Balancing identities: Undocumented immigrant Asian American students and the model minority myth. 2014 ACPA-CASHE Monograph. 

    • Hernandez, R. & Tambascia, T. P. (2015). Lifelong development: Undergraduate adult learners, advisement, and self-authorship. 2014 ACPA-CASHE Monograph.

    • Tambascia, T. P., Wang, J., Tcheng, B., & Bui, V. (2014). Balancing identities: Undocumented immigrant Asian American students and the model minority myth. 2014 NASPA Annual Knowledge Community Conference Publication, 15-16. 

    • Tambascia, T. P. (2010, Winter/Spring). Karaoke diplomacy. Futures in Urban Ed: USC Rossier School of Education Magazine, 17, 19. 

    • Quaye, S. J., Tambascia, T. P., & Talesh, R. A. (2008). Engaging racial/ethnic minority students in predominantly white classroom environments. In S. R. Harper & S. J. Quaye (Eds.), Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations (pp. 157-178,). New York, NY: Routledge.

    • Tambascia, T. P. (2007/2008). Negotiating racial conflict: The leadership role of the dean of students. Futures in Urban Ed: USC Rossier School of Education Magazine. 

  • William G. Tierney

    • Tierney, W. G., Corwin, Z. B., & Ochsner, A. (Eds.). (2018). Diversifying digital learning: Online literacy and educational opportunity. Baltimore, MD: Johns Hopkins University Press.

    • Tierney, W. G., & Ward, J.D. (Eds.). (2017). The role of state education policy in ensuring access, achievement, and attainment in higher education [Special issue]. American Behavioral Scientist, 61(14).

    • Tierney, W. G., & Lanford, M. (2016). Cultivating strategic innovation in higher education. New York, NY: TIAA-CREF Institute.

    • Tierney, W. G. (Ed.). (2015). Rethinking education and poverty. Baltimore, MD: The Johns Hopkins University Press.

    • Tierney, W. G., & Duncheon, J. C. (Eds.). (2015). The problem of college readiness. Albany, NY: SUNY Press

    • Tierney, W. G., Corwin, Z. B., Fullerton, T., & Ragusa, G., & (Eds.). (2014). Postsecondary play:  The role of and social media in higher education. Baltimore, MD: The Johns Hopkins University Press.

    • Tierney, W. G., & Sablan, J. R. (Eds.). (2014). Examining college readiness. American Behavioral Scientist, 58(8).

    • Tierney, W. G. (2012). The conundrum of profit-making institutions in higher education. In Laura Perna (Ed.), Preparing today's students for tomorrow's jobs in metropolitan America. Philadelphia, PA: University of Pennsylvania Press.

    • Tierney, W. G. (2012). Regulating private for-profit higher education. International Higher Education, 69, 5–7.

    • Garcia, L. D., & Tierney, W. G. (2011). Undocumented immigrants in higher education: A preliminary analysis. Teachers College Record, 113, 2739–2776.

    • Findlay, Christopher, & Tierney, William G. (Eds.). (2010). Globalization and tertiary education in the Asia Pacific: The changing nature of a dynamic market. Singapore: World Scientific.

    • Hentschke, Guilbert C., Lechuga, Vicente M., & Tierney, William G. (Eds.). (2010). For-profit colleges and universities: Schools or businesses: Their markets, regulation, performance and place in higher education. Sterling, VA: Stylus Publishing LLC.

    • Tierney, William G. and Colyar Julia E. (Eds.). (2009). Urban high school students and the challenge of access: Many routes, difficult paths. (Revised ed.). New York, NY: Peter Lang.

    • Tierney, William G. & Hentschke, Guilbert C. (2007). New players, different game: Understanding the rise of for-profit colleges and universities. Baltimore, MD: Johns Hopkins University Press.

• K-12 Education Policy

  • Patricia Burch

    • Burch, P. and Miglani, N (2018). Tecchnocentrism and social fields in the India EdTech Movement: Formation, Reproduction, and Resistance. Journal of Education Policy, 33-5, 590-616.

    • Bingham, A. and Burch, P. (2018). Navigating Middle of the Road Reforms through Collaborative Community. Democracy and Education , 25(2), Article 1.

    • Burch, P., Good, A and Heinrich, C. (July 2015) Improving Access to, Quality, and the Effectiveness of Digital Tutoring in K–12 Education 
Educational Evaluation and Policy Analysis, first published online July 27, 2015.

       

       

       

    • Burch, P and Good, A. (2014). Equal Scrutiny: Privatization and Accountability in Digital Education. Cambridge, MA: Harvard Education Press.

    • Burch, P. & Heinrich, C.J. (2016). Mixed Methods for Policy Research and Program Evaluation. SAGE Publications, Inc.

    • Burch, P. (2009). Hidden Markets: The New Education Privatization. New York: Routledge. The Critical Social Thought Series.

    • *Spillane, J. & Burch, P. (2007). The institutional environment and instructional practice: Changing patterns of guidance and control in public education. In H.D. Meyer & B. Rowan (Eds.), The New Institutionalism in Education. (pp. 87-102). Albany: SUNY Press.

    • Burch, P. (2010). After the fall: Education contracting in the wake of the US and global financial crises. Journal of Education Policy. 26, 33-38.

    • Burch, P. (2010). The bigger picture: Institutional perspectives on interim assessment technologies. Peabody Journal of Education, 85(2), 147-162

    • Burch, P. (2007). The professionalization of instructional leadership in the United States: Competing values and current tensions. Journal of Education Policy, (22)2, 195-214.

    • Burch, P. (2007). Educational policy and practice from the perspective of institutional theory: Crafting a wider lens. Educational Researcher, 36(2), 84-95.

    • Burch, P., Steinberg, M., & Donovan, J. (2007). Supplemental educational services and NCLB: Policy assumptions, market practices, emerging issues. Educational Evaluation and Policy Analysis, 29(2), 115-133.

    • Burch, P. (2006). The new educational privatization: Educational contracting and high stakes accountability. Teachers College Record, 108 (12), 2582-2610.

    • Burch, P., Donovan, J., & Steinberg M. (October 2006). The new landscape of educational privatization in the era of NCLB: Markets, supplemental education services and No Child Left Behind. Phi Delta Kappan, 88(2), 86-90.

    • Burch, P. & Spillane, J. (2005). How subjects matter in district office practice: Instructionally relevant policy in urban school district redesign. Journal of Educational Change, 6 (1), 51-76.

    • Burch, P. & Spillane, J. (2003, May). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. The Elementary School Journal, 103(5), 519-535.

    • Spillane, J., Diamond, J., Hallett, T., Halverson, R., & Burch, P. (2002). Managing in the middle: School leaders and the enactment of accountability policy. Educational Policy, 16(5), 731-762.

    • Policy Briefs

    • Understanding Supplementary Educational Services (SES): A Guide for Parents and Guardians
      Rodolfo Acosta, Patricia Burch, Annalee Good, Mary Stewart, Carolyn Heinrich & Christi Kirschbaum

      Comprendiendo los Servicios de Educación Suplementaria (SES): Un guía para padres y guardianes
      Rodolfo Acosta, Patricia Burch, Annalee Good, Mary Stewart, Carolyn Heinrich & Christi Kirschbaum

    • The Implementation and Effectiveness of Supplemental Educational Services
      A Review and Recommendations for Program Improvement
      Carolyn Heinrich, University of Texas-Austin; Patricia Burch, University of Wisconsin-Madison”

    • Equal Access to Quality in Federally Mandated Tutoring: Preliminary Findings of a Multisite Study of Supplemental Educational Services (SES)
      Authors: Patricia Burch, Carolyn Heinrich, Annalee Good, and Mary Stewart

  • Karen Symms Gallagher

    • Shaping School Policy: A Guide to Choices, Politics and Community Relations (1992)

    • Politics of Education Yearbook: The Politics of Teacher Preparation Reform (2000)

    • Urban Education: A Model for Leadership and Policy (2011)

    • College Bound (2010)

  • Adam Kho

    • Viano, S., Pham, L., Henry, G., Kho, A., & Zimmer, R. (2020). What Teachers Want: School Factors Predicting Teachers' Decisions to Work in Low-Performing Schools. American Educational Research Journal.

    • Pham, L., Henry, G. T., Kho, A., & Zimmer, R. (2020). Sustainability and Maturation of School Turnaround: A Multiyear Evaluation of Tennessee's Achievement School District and Local Innovation Zones. AERA Open.

    • Henry, G. T., Pham, L., Kho, A., & Zimmer, R. (2020). Peeking Into the Black Box of School Turnaround: A Formal Test of Mediators and Suppressors. Educational Evaluation and Policy Analysis, 42(2), 232-256.

    • Kho, A., Henry, G. T., Zimmer, R. & Pham, L. (2018). How has iZone Teacher Recruitment Affected the Performance of Other Schools? Tennessee Education Research Alliance.

    • Zimmer, R., Henry, G. T. & Kho, A. (2017). The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones. Educational Evaluation and Policy Analysis, 39(4), 670-696.

  • Julie Marsh

    • Allbirght, T.*, Marsh, J., Hall, Tobben, L, M.,* Picus, L., & Lavadenz, M. (2019). Conceptualizing equity in the implementation of California education finance reform. American Journal of Education, 125(2), 173-200.

    • Marsh, J. & Hall, M.* (2018) Challenges and choices: A multidistrict analysis of statewide mandated democratic engagement.   American Educational Research Journal, 55(2), 243-286.

       

    • Huguet, A., Farrel, C., & Marsh, J. (2017). Light touch, heavy hand: Principals and data-use PLCs. Journal of Educational Administration, 55(4), 376-389.     

    • Marsh, J., Bush-Mecenas, S.*, & Hough, H. (2017). Learning from early adopters in the new accountability era: Insights from California’s CORE waiver districts.  Educational Administration Quarterly, 53(3), 327-364..

    • Marsh, J., Bush-Mecenas, S.*, Strunk, K.S., Huguet, A.,* & Lincove, J. (2017) Evaluating Teachers in the Big Easy: How organizational context shapes policy responses in New Orleans. Educational Evaluation and Policy Analysis, 39(4), 539-570.

    • Marsh, J. (2016). The political dynamics of district reform: The form and fate of the Los Angeles Public School Choice Initiative. Teachers College Record, 118(9), 1-54.

    • Farrell, C.* & Marsh, J. (2016). A qualitative comparative analysis of teachers’ instructional responses to data. Teaching and Teacher Education, 60, 398-412.

    • Strunk, K. Marsh, J. Hashim, A,* Bush,-Mecenas S.C.* & Weinstein.* (2016). Innovation and a return to the status quo: A mixed-methods study of reconstitution through the lens of organizational learning. Educational Evaluation and Policy Analysis, 38(3), 549-577.

    • Farrell, C.* & Marsh, J. (2016). Metrics matter: How properties of data shape teachers’ instructional responses. Educational Administration Quarterly, 52(3), 423-462.

    • Polikoff, M., Hardaway, T., Marsh, J., & Plank, D. (2016). Who is opposed to Common Core and why? Educational Researcher, 45(4), 263-266.

    • Strunk, K., Marsh, J., Duque, M.* & Bush, S.* (2016). The best laid plans: An examination of school plan quality and implementation in a school improvement initiative. Educational Administration Quarterly, 52(2), 259-309.

    • Marsh, J., Farrell, C., & Bertrand, M.  (2016). Trickle down accountability? How middle school teachers engage students in data use.  Educational Policy. Published online August 22, 2014: DOI: 10.1177/0895904814531653

    • Strunk, K. Marsh, J. Hashim, A, Bush, S.C. & Weinstein, T. (2016). The impact of turnaround reform on student achievement: Evidence and insights from the Los Angeles Unified School District.  Education Finance and Policy  

    • Bertrand, M. & Marsh, J. (2015). Teachers’ sensemaking of data and implications for equity. American Educational Research Journal.

    • Marsh, J., Bertrand, M. & Huguet, A. (2015). Using data to alter instructional practice: The mediating role of coaches and professional learning communities. Teachers College Record.

    • Marsh, J. & Farrell, C.  (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity-building, Education Management Administration and Leadership, 43(2), 269-289.

    • Marsh, J., Strunk, K., Bush, S., & Huguet, A. (2015). Democratic engagement in district reform: The evolving role of parents in the Los Angeles Public School Choice Initiative. Educational Policy, 29(1), 51-84.  

    • Huguet, A. Marsh, J. & Bertrand, M. (2014) Building teachers’ data-use capacity: insights from strong and struggling coaches. Education Policy Analysis Archives, 22(52), 1-26.

    • Marsh, J.  & Wohlstetter, P. (2013). Recent trends in intergovernmental relations: The resurgence of local actors in education policy, Educational Researcher, 42(5), 276-283.

    • Marsh, J. & Farrell, C.* (2015). How leaders can support teachers with data-driven decision making: A framework for understanding capacity-building, Education Management Administration and Leadership, 43(2), 269-289.

    • Marsh, J., Strunk, K. & Bush, S. (2013). Portfolio district reform meets school turnaround: Early Implementation findings from the Los Angeles Public School Choice Initiative. Journal of Educational Administration, 51(4), 498-527.

    • Yuan, K., Le, V., McCaffrey, D., Marsh, J., Hamilton, L., Stecher, B., & Springer, M. (2013). Incentive pay programs do not affect teacher motivation and reported practices: Results from three randomized studies. Educational Evaluation and Policy Analysis, 35(1), 3-22.

    • Marsh, J. (2012). Interventions promoting educators’ use of data: Research insights and gaps. Teachers College Record, 114(11), 1-48.

    • Marsh, J. (2012). The micropolitics of implementing a school-based bonus policy: The case of New York City’s compensation committees. Education Evaluation and Policy Analysis, 34(2), 164-184.

    • Marsh, J., McCombs, J.S., & Martorell, F. (2012). Reading coach quality: Findings from Florida middle schools. Literacy Research and Instruction, 51(1), 1-26.

    • Stecher, B., Fuller, B., Timar, T. &  Marsh, J.,  (2012). Deregulating School Aid in California: How Districts Responded to Flexibility in Tier 3 Categorical Funds in 2010-11. Technical Report. Santa Monica, CA: RAND and Policy Action for California Education (PACE).

    • Marsh, J., Springer, M. G., McCaffrey, D. F., Yuan, K., Epstein, S., Koppich, J., Kalra, N., DiMartino, C., & Peng, A. (2011). A big apple for educators: New York City’s experiment with schoolwide performance bonuses.  Santa Monica, CA: RAND: MG-1114-FPS.

    • Fuller, B., Marsh, J., Stecher, B., & Timar, T. (2011). Deregulating school aid in California. How 10 districts responded to fiscal flexibility. Santa Monica, CA: RAND and PACE.

    • Marsh, J., McCombs, J.S., & Martorell, F. (2010). How instructional coaches support data-driven decision making: Policy implementation and effects in Florida middle schools. Educational Policy, 24(6), 872-907.  

    • Lockwood, J.R., McCombs, J.S., & Marsh, J. (2010). Linking reading coaches and student achievement: Evidence from Florida middle schools. Education Evaluation and Policy Analysis, 32(3), 372-388.

    • Marsh, J., Gershwin, D., & Kirby, S. (2009). Retaining students in grade: Lessons learned regarding policy design and implementation. Technical Report (TR-677-NYCDOE). Santa Monica, CA: RAND.

    • Marsh, J., Hamilton, L., and Gill, B. (2008). Assistance and accountability in externally managed schools:  The case of Edison Schools, Inc. Peabody Journal of Education, 83(3), 423-458.

    • Hamilton, L.S., Stecher, B. Russell, J., Marsh, J., & Miles, J. (2008). Accountability and teaching practices: School-level actions and teacher responses. In Fuller, B., Hannum, E & Henne, M. (Ed.), Strong states, weak schools: The benefits and dilemmas of centralized accountability, Research in Sociology of Education, 16, 31–66

    • Marsh, J., McCombs, J.S., Lockwood, J.R., Martorell, F., Gershwin, D., Naftel, S., Le, V., Shea, M., Barney, H., & Crego, A. (2008). Supporting literacy across the sunshine state: A study of Florida middle school reading coaches. Santa Monica, CA: RAND, MG-762-EDU.

    • Stecher, B., Epstein, S. Hamilton, L., Marsh, J., Robyn, A., McCombs, J., Russell, J.& Naftel, S. (2008) Pain and gain: Implementing No Child Left Behind in three states, 2004-2006. Santa Monica, CA.: RAND: MG-784-NSF.

    • Ikemoto, G. & Marsh, J. (2007). Cutting through the “data driven” mantra: Different conceptions of data-driven decision-making. In Moss, P.A. (Ed.), Evidence and decision making: National Society for the Study of Education Yearbook 2007, 106(1).

    • Marsh, J. (2007). Democratic dilemmas: Joint work, education politics, and community. Albany, NY: SUNY Press.

    • Hamilton, L., Stecher, B., Marsh, J., McCombs, J.S., Robyn, A., Russell, J.L., Naftel, S., & Barney, H. (2007). Standards-based accountability under No Child Left Behind: Experiences of teachers and administrators in three states. Santa Monica, CA: RAND, MG-589-EDU.

    • Kerr, K., Marsh, J., Ikemoto, G., Darilek, & Barney, H. (2006). Strategies to promote data use for instructional improvement: Actions, outcomes, and lessons from three urban districts. American Journal of Education, 112(4), 496-520.

    • Marsh, J., Pane, J.F., & Hamilton, L.S. (2006). Making sense of data-driven decision making in education: Evidence from recent RAND research. RAND Occasional Paper (OP-170-EDU). Santa Monica, CA: RAND.

    • Marsh, J., Kerr, K., Ikemoto, G., Darilek, H., Suttorp, M.J., Zimmer, R., & Barney, H. (2005). The role of districts in fostering instructional improvement: Lessons from three urban districts partnered with the Institute for Learning. Santa Monica, CA: RAND, MG-361-WFHF.

    • Gill, B., Hamilton, L., Lockwood, J.R., Marsh, J., Zimmer, R., Hill, D., & Pribesh, S. (2005). Inspiration, perspiration, and time: Operations and achievement in Edison Schools. Santa Monica, CA: RAND. MG-351-EDU.

    • Hightower, A., Knapp, M., Marsh, J., & McLaughlin, M. (Eds.) (2002). School districts and instructional renewal.  New York: Teachers College Press.

  • Morgan Polikoff

    • Aguilar, S., Polikoff, M. S., & Sinatra, G. (2019). Refutation texts: A new approach to changing public misconceptions about education policy. Educational Researcher, 48(5), 263-272.

    • Polikoff, M. S., Le, Q. T., Danielson, R., Sinatra, G., & Marsh, J. (2018). The impact of Speedometry on student knowledge, interest, and emotions. Journal for Research on Educational Effectiveness, 11(2), 217-239.

    • Polikoff, M. S., Campbell, S., Rabovsky, S., Koedel, C., Le, Q. T., Hardaway, T., & Gasparian, H. (2020). The formalized processes districts use to evaluate mathematics textbooks. Journal of Curriculum Studies, 52(4), 451-477.

    • Polikoff, M. S., Gasparian, H., Korn, S., Gamboa, M., Porter, A. C., Smith, T., & Garet, M. S. (2020). Flexibly using the Surveys of Enacted Curriculum to study alignment. Educational Measurement: Issues and Practice, 39(2), 38-47.

    • Koedel, C., Li, D., Polikoff, M. S., Hardaway, T. ,& Wrabel, S. L. (2017). Mathematics curriculum effects on student achievement in California. AERA Open, 3(1), 1-22.

    • Polikoff, M. S., Hardaway, T., Marsh, J., & Plank, D. (2016). Who is opposed to Common Core and why? Educational Researcher, 45(3), 263-266.

    • Polikoff, M. S. (2015). How well aligned are textbooks to the Common Core Standards in mathematics? American Educational Research Journal, 52(6), 1185-1211.

    • Polikoff, M. S., & Porter, A. C. (2014). Instructional alignment as a measure of teaching quality. Educational Evaluation and Policy Analysis, 36(4), 399-416.

    • Polikoff, M. S., McEachin, A., Wrabel, S. L., & Duque, M. (2014). The waive of the future? School accountability in the waiver era. Educational Researcher, 43(1), 45-54.

    • Polikoff, M. S. (September 2012). The association of state policy attributes with teachers’ instructional alignment. Educational Evaluation and Policy Analysis, 34(3), 278-294.

    • Polikoff, M. S. (May 2012). Instructional alignment under No Child Left Behind. American Journal of Education, 118(3), 341-368.

    • Polikoff, M. S. (Winter 2010). Instructional sensitivity as a psychometric property of assessments. Educational Measurement: Issues and Practice, 29(4), 3-14.

  • David M. Quinn

    • Quinn, David M. (2020). “Experimental Effects of ‘Achievement Gap’ News Reporting on Viewers’ Racial Stereotypes, Inequality Explanations, and Inequality Prioritization.” Educational Researcher.

    • Quinn, David M. (2020). “Experimental Evidence on Teachers' Racial Bias in Student Evaluation: The Role of Grading Scales” Educational Evaluation and Policy Analysis, 42, 375-392.

    • Chin, Mark J., David M. Quinn, Tasminda K. Dhaliwal, and Virginia S. Lovison. (2020). “Bias in the Air: A Nationwide Exploration of Teachers’ Implicit Racial Attitudes, Aggregate Bias, and Student Outcomes. Educational Researcher.

    • Quinn, David M., Tara-Marie Desruisseaux, and Akua Nkansah-Amankra. (2019). “Achievement Gap Language Affects Teachers’ Issue Prioritization.” Educational Researcher, 48, 484-487.

    • Downey, Douglas B., David M. Quinn, and Melissa Alcaraz. (2019).  “Do Schools Serving Mostly White and High-SES Children Produce the Most Learning?” Sociology of Education, 92(4), 386-403.   

    • Quinn, David M. and Ashley M. Stewart.(2019). “Examining the Racial Attitudes of White PreK-12 Teachers.” The Elementary School Journal, 120(2), 272-299.

    • Quinn, David M., and Q. Tien Le (2018). "Are we Trending to More or Less Between-group Achievement Inequality Over the School Year and Summer? Comparing Across ECLS-K Cohorts." AERA Open, 4, 1-19. 

    • Quinn, David M., and James S. Kim. (2018).  "Experimental Effects of Program Management Approach on Teachers' Professional Ties and Social Capital." Educational Evaluation and Policy Analysis, 40(2), 196-218. 

    • Quinn, David M., Thomas J. Kane, Miriam Greenberg, and Daniel Thal. (2018). “Effects of a Video-Based Teacher Observation Program on the De-privatization of Instruction: Evidence from a Randomized Experiment.” Educational Administration Quarterly, 54, 529-558. doi: 10.1177/0013161X18764333 

    • Quinn, David M. (2017). "Racial Attitudes of PreK-12 and Postsecondary Educators: Descriptive Evidence from Nationally-Representative Data." Educational Researcher, 46, 397-411. 

    • Quinn, David M., and James S. Kim (2017). "Scaffolding Fidelity and Adaptation in Educational Program Implementation: Experimental Evidence From a Literacy Intervention." American Educational Research Journal, 54, 1187-1220.  

    • Quinn, David M., & Joe McIntyre (2017). "Do Learning Rates Differ by Race/ethnicity over Kindergarten? Reconciling Results across Gain Score, First-difference, and Random Effects Models." Economics of Education Review, 59, 81-86. 

    • Quinn, David M., North Cooc, Joe McIntyre, and Celia J. Gomez. (2016). "Seasonal Dynamics of Academic Achievement Inequality by Socioeconomic Status and Race/ethnicity: Updating and Extending Past Research with New National Data." Educational Researcher, 45, 443-453. 

    • Kim, James S., Jonathan Guryan, Thomas White, David M. Quinn, Lauren Capotosto, and Helen Chen Kingston. (2016). “Delayed Effects of a Low-Cost and Large-Scale Summer Reading Intervention on Elementary School Children’s Reading Comprehension.” Journal of Research on Educational Effectiveness. doi: 10.1080/19345747.2016.1164780

    • Quinn, David M. (2015). “Kindergarten Black-White Test Score Gaps: Re-examining the Roles of Socioeconomic Status and School Quality with New Data.” Sociology of Education, 88(2): 120-139. doi:10.1177/0038040715573027 

    • Quinn, David M. (2015). “Black-White Summer Learning Gaps: Interpreting the Variability of Estimates across Representations.” Educational Evaluation and Policy Analysis, 37(1): 50-69. doi: 10.3102/0162373714534522

    • Quinn, David M. and North Cooc. (2015). “Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors.” Educational Researcher, 44(6): 336-346. doi: 10.3102/0013189X15598539

    • Guryan, Jonathan, James S. Kim, and David M. Quinn. (2014). “Does Reading During the Summer Build Reading Skills? Evidence from a Randomized Experiment in 463 Classrooms.” NBER Working Paper 20689. 

    • Kim, James S., and David M. Quinn. (2013). “The Effects of Summer Reading on Low Income Children’s Literacy Achievement from Kindergarten to Grade 8: A Meta-analysis of Classroom and Home Interventions.” Review of Educational Research, 83(3): 386-431. doi:10.3102/0034654313483906 

• Educational Psychology

  • Stephen J. Aguilar

    • Aguilar, S.J., Polikoff, M., Sinatra, G. (2019). Refutation Texts: A New Approach to Changing Public Misconceptions about Education Policy. Educational Researcher. DOI: 10.3102/0013189X19849416

    • Aguilar, S.J. (2018). Examining the Relationship Between Comparative vs. Self-Focused Academic Data Visualizations in At-Risk College Students’ Academic Motivation. Journal of Research on Technology in Education, 50, 1, 84-103. DOI: 10.1080/15391523.2017.1401498 

    • Aguilar, S.J. (2017). Learning Analytics: At the Nexus of Big Data, Digital Innovation, and Social Justice in Education. TechTrends. DOI: 10.1007/s11528-017-0226-9 

    • Gordon, J., Aguilar, S.J., Sheng E., Burns, G. (2017). Structured generation of technical reading lists. Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications. Copenhagen, Denmark.

    • Aguilar, S.J., Holman, C., Fishman, B. (2015). Game‐Inspired Design: Empirical Evidence in Support of Gameful Learning Environments. Games and Culture. DOI: 10.1177/1555412015600305

    • Lonn, S., Aguilar, S.J., & Teasley, S. D. (2015). Investigating Student Motivation in the Context of a Learning Analytics Intervention During a Summer Bridge Program. Computers in Human Behavior, 47, 90‐97. DOI:10.1016/j.chb.2014.07.013 

    • Holeman, C., Aguilar, S.J., Levick, A., Stern, J., Plummer, B., & Fishman, B., (2015). Planning Success: How Students Use a Grade Prediction Tool to Win Their Classes. Proceedings of the Fifth International Conference on Learning Analytics And Knowledge (LAK '15). ACM, New York, NY. DOI: 10.1145/2723576.2723632

    • Aguilar, S., Holman, C., & Fishman B. (2014). Multiple Paths, Same Goal: Exploring the Motivational Pathways of Two Distinct Game-Inspired University Course Designs. In Ochsner, J. Dietmeier, C. Williams, A., & C. Steinkuehler (Eds.), Proc. GLS 10.0 (pp. 26-33). Madison, WI.
      DOI: 10.13140/RG.2.1.2685.6488 

    • Aguilar, S., Lonn, S. Teasley, S. (2014). Perceptions and Use of an Early Warning System During a Higher Education Transition Program. Proceedings of the Fourth International Conference on Learning Analytics And Knowledge (LAK '14). ACM, New York, NY, USA, 113-117.
      DOI: 10.1145/2567574.2567625

  • Ruth H. Chung

    • Religion and Spirituality in Korean America. An introductory analysis of Korean American religious practices and community

    • Asian American Multidimensional Acculturation Scale: Development, Factor Analysis, Reliability, and Validity

    • Gender, Ethnicity, and Acculturation in Intergenerational Conflict of Asian American College Students

    • Relationship of Recalled Parenting Style to Self-Perception in Korean American College Students

    • Asian-American Cultural Identity and Attitudes Toward Mental Health Services

    • Asian-American Acculturation, Counselor Ethnicity and Cultural Sensitivity ,and Ratings of Counselors

    • Struggle for Ethnic Identity: Narratives by Asian American Professionals

  • Ginger Clark

    • Clark, G. (2016). Traditional uses of technology in counseling education and supervision. In S. Gross, K. Anthony, L. Sykes Stretch, & D.M. Nagel (Eds.), Mental Health and the Impact of Technological Development (2nd ed., pp. 260-271). Charles C. Thomas Publisher: Springfield, IL.

    • Clark, G. (2016). Using technology to enhance supervision at the University of Southern California. In S. Gross, K. Anthony, L. Sykes Stretch, & D.M. Nagel (Eds.), Mental Health and the Impact of Technological Development (2nd ed., pp. 368-376). Charles C. Thomas Publisher: Springfield, IL.

    • Clark, G. & Swerling, J. (2012).  Creating changes for NTT faculty within a decentralized university environment. In A. Kezar (Ed.), Embracing non-tenure track faculty: Changing campuses for the new faculty majority (pp. 162-177). Rutledge: NY.

    • Clark, G. (2010). Traditional uses of technology in counseling education and supervision. In K. Anthony & D. Nagel (Eds.), Mental Health and the Impact of Technological Development. Charles Thomas Publisher: Springfield, IL.

    • Clark, G. (2009, June). Striving for mediocrity: Accepting with gratitude the death of my dreams. Feminist Psychologist, 36(3), pp. 9, 35.

    • Clark, G., Horan, J. J., Tompkins-Bjorkman, A., Kovalski, T. M., & Hackett, G. (2000). Interactive career counseling on the Internet. Journal of Career Assessment, 8 (1), 85-93.

    • Hanish, C., Horan, J. J., Keen, B., & Clark, G. (1998). A note on the empirical futility of labor-intensive scoring permutations for assessing scholarly productivity: Implications for research, promotion/tenure, and mentoring. Education Policy Analysis Archive, 6, (15) ISSN 1068-2341.

    • Clark, G. & McWhirter, J. J. (1997). Brief Note Review [Review of Mary-Joan Gerson's book The Embedded Self: A psychoanalytic guide to family therapy]. Contemporary Psychology, 42, (7), p. 650.

  • Mary Helen Immordino-Yang

    • Read Selected Blog Posts by Mary Helen:

    • Immordino-Yang, M.H. (2015, Oct. 10) Response to, To teach grit or not to teach grit: That is the question. Invited blog post published on Education Week Teacher.
      http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2015/10/response_to_teach_grit_or_not_to_teach_grit_-_that_is_the_question.html
       

    • Immordino-Yang, M.H. (2015, March 21) Rest is not idleness in the brain: Why kids may need downtime and opportunities for reflection to develop a strong sense of self and a moral compass. The People’s Science: Creating a conversation between scientists and the public. https://thepeoplesscience.forumbee.com/t/80hv4g

    • Selected Publications in Human Development and Education - See CV for Full List
      (*Signifies student/postdoc author at time of submission)
       

    • Immordino-Yang, M.H. & *Gotlieb, R. (2017, in press) Embodied brains, social minds, cultural meaning: Integrating neuroscientific and educational research on social-affective development. American Educational Research Journal, Centennial Issue.

    • Immordino-Yang, M.H. (2016) Emotion, sociality, and the brain’s default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences. 3(2), 211-219 http://journals.sagepub.com/doi/abs/10.1177/2372732216656869

    • *Gotlieb, R., *Hyde, E., Immordino-Yang, M.H., Kaufman, S.B. (2016) Cultivating the Social-Emotional Imagination in Gifted Education: Insights from Educational Neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22-31.

    • Immordino-Yang, M.H. & Christodoulou, J.C. (2014) Neuroscientific contributions to understanding and measuring emotions in educational contexts. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education. (pp.607-624) New York, NY: Taylor and Francis/Routledge

    • Immordino-Yang, M.H., *Christodoulou, J., *Singh, V. (2012). Rest is not idleness: Implications of the brain’s default mode for human development and education. Perspectives on Psychological Science, 7(4), 352-364.

    • Immordino-Yang, M.H. & Singh, V. (2011). Perspectives from social and affective neuroscience on the design of digital learning technologies. In R. Calvo & S. D'Mello (Eds.), New Perspectives on Affect and Learning Technologies. (pp.233-241) Sydney: Springer

    • Immordino-Yang, M.H. & Sylvan, L. (2010). Admiration for virtue: Neuroscientific perspectives on a motivating emotion. Contemporary Educational Psychology, 35(2), 110-115.

    • Immordino-Yang, M.H. & Fischer, K.W. (2010). Neuroscience bases of learning. In V.G. Aukrust (Ed.), International Encyclopedia of Education, 3rd Edition. (pp.310-316) Oxford: Elsevier.

    • Immordino-Yang, M.H. & Faeth, M. (2009). The role of emotion and skilled intuition in learning. (pp.66-81). In D.A. Sousa (Ed.), Mind, Brain, and Education. Bloomington, IN: Solution Tree Press.

    • Immordino-Yang, M.H. (2008). The smoke around mirror neurons: Goals as sociocultural and emotional organizers of perception and action in learning. Mind, Brain, and Education, 2(2), 67-73.

    • Immordino-Yang, M.H. (2007). A tale of two cases: Lessons for education from the study of two boys living with half their brains. Mind, Brain and Education, 1(2), 67-83.

    • Immordino-Yang, M.H. & Damasio, A.R. (2007). We feel, therefore we learn: The relevance of affective and social neuroscience to education. Mind, Brain and Education, 1(1), 3-10. 

    • Selected Publications in Psychology and Social Neuroscience – See CV for Full List
      (*Signifies student/postdoc author at time of submission)
       

    • Immordino-Yang, M.H. & *Yang, X.-F. (2017, in press) Cultural differences in the neural correlates of social-emotion experiences: An interdisciplinary, developmental perspective. Current Opinion in Psychology, Special Issue on Emotion.

    • Venkatraman, A., Edlow, B. & Immordino-Yang, M.H. (2017) The brainstem in emotion: A review. Frontiers in Neuroanatomy, doi.org/10.3389/fnana.2017.00015.

    • Dehghani, M., Boghrati, R., *Man, K., Hoover, J., *Gimbel, S., Vaswani, A., Immordino-Yang, M.H., Gordon, A., Damasio, A.R., Kaplan, J. (2017) Decoding the Neural Representation of Story Meanings across Languages. Journal of Experimental Psychology: General

    • *Yang, X.-F., Immordino-Yang, M.H. (2017). Culture and cardiac vagal tone independently influence emotional expressiveness. Culture and Brain, 5(1) 36-49. DOI 10.1007/s40167-017-0048-9

    • Immordino-Yang, M.H., *Yang, X. & Damasio, H. (2016) Cultural modes of expressing emotions influence how emotions are experienced. Emotion 16(7), 1033-1039. doi: 10.1037/emo0000201

    • Kaplan, J., *Gimbel, S., Dehghani, M., Immordino-Yang, M.H., Segae, K., Damasio, H., Gordon, A., & Damasio, A. (2016). Processing narratives concerning protected values: A cross-cultural investigation of neural correlates. Cerebral Cortex. doi: 10.1093/cercor/bhv325

    • *Saxbe, D., *Del Piero, L., Immordino-Yang, M.H., Kaplan, J., Margolin, G. (2016) Neural mediators of the intergenerational transmission of family aggression. Development and Psychopathology, 28(02), 595-606.

    • *Saxbe, D., *Del Piero, L., Immordino-Yang, M.H., Kaplan, J., Margolin, G. (2015) Neural correlates of adolescents’ viewing of parents’ and peers’ emotions: Associations with risk-taking behavior and risky peer affiliations. Social Neuroscience, 10(6), 592-604.

    • Immordino-Yang, M.H. (2015) Embodied brains, social minds: Toward a cultural neuroscience of social emotion. In, Chiao, J., Li, S.-C., Seligman, R., Turner, R. (Eds.), Oxford Handbook of Cultural Neuroscience. Oxford: U.K.: Oxford University Press.

    • Immordino-Yang, M.H., *Yang, X. & Damasio, H. (2014) Correlations between social-emotional feelings and anterior insula activity are independent from visceral states but influenced by culture. Frontiers in Human Neuroscience. 8:728. doi: 10.3389/fnhum.2014.00728
            NOTE: From approximately 3 weeks after its release, this article has ranked in the top 5% of all published articles for attention received.  In November, 2015 this article was named a “tier-climbing” selection and a focused review paper was invited. 

    • Dehghani, M., Immordino-Yang, M. H., Graham, J., Marsella, S., Forbus, K., Ginges J., Tambe, M. & Maheswaran, R. (2014). Computational Models of Moral Perception, Conflict & Elevation. Proceedings of the International Association for Computing and Philosophy.

    • Sagae, K., Gordon, A. S., Dehghani, M., Metke, M., Kim, J.S., *Gimbel, S.I., *Tipper, C., Kaplan, J. & Immordino-Yang, M.H. (2013) A data-driven approach for classification of subjectivity in personal narratives. Proceedings of the 2013 Workshop on Computational Models of Narrative, 32, 198-213, OASIcs, Scholss Dagstuhl.

    • Immordino-Yang, M.H. (2013). Studying the Effects of Culture by Integrating Neuroscientific with Ethnographic Approaches. Psychological Inquiry: An International Journal for the Advancement of Psychological Theory, 24(1), 42-46.

    • Immordino-Yang, M.H. & *Singh, V. (2013). Hippocampal contributions to the processing of social emotions. Human Brain Mapping, 34(4), 945-955. doi: 10.1002/hbm.21485 (First published online: 2011)

    • Chiao, J. & Immordino-Yang, M.H. (2013). Modularity and the cultural mind: Contributions of cultural neuroscience to cognitive theory. Perspectives on Psychological Science, 8(1), 56-61.

    • *Yang, X., *Bossman, J., *Schiffhauer, B., *Jordan, M., Immordino-Yang, M.H. (2013). Intrinsic default mode network connectivity predicts spontaneous verbal descriptions of autobiographical memories during social processing. Frontiers in Cognitive Science, 3:592. doi: 10.3389/fpsyg.2012.00592

    • *Saxbe, D., *Yang, X., *Borofsky, L., Immordino-Yang, M. H. (2013). The embodiment of emotion: Language use during the feeling of social emotions predicts cortical somatosensory activity. Social Cognitive and Affective Neuroscience, 8, 806-812 doi: 10.1093/scan/nss075. (First published online: 2012)

    • Immordino-Yang, M.H. (2010). Toward a microdevelopmental, interdisciplinary approach to social emotion. Emotion Review, 2(3), 217-220.

    • Immordino-Yang, M.H., *McColl, A., Damasio, H., Damasio, A. (2009). Neural correlates of admiration and compassion. Proceedings of the National Academy of Sciences, 106(19), 8021-8026.
           NOTE: This paper received the 2010 Cozzarelli Prize from the PNAS editorial board.
           Commentary:  Haidt, J. & Morris, J. (2009). Finding the self in self-transcendent emotions. Proceedings of the National Academy of Sciences, 106(19), 7687-7688.
       

    • Selected Laboratory Conference Papers/Posters
      (Contact Mary Helen for others not listed)

       

    • Yang, X.-F. & Immordino-Yang, M. H. (November, 2013). Resting cardiac vagal tone is inversely related to intrinsic functional connectivity within the salience network. Poster presented at the Annual meeting of the Society for Neuroscience, San Diego, CA.

    • Yang, X.-F., Wong, S. W. H. & Immordino-Yang, M. H. (June, 2012). Heart rate deceleration predicts BOLD activity in default mode regions during emotion processing. Presented as a poster and invited talk at the 18th annual meeting of Human Brain Mapping, Beijing, China.

    • Yang, X.-F., Pavarini, G., Schnall, S., Immordino-Yang, M. H. (May, 2012). Spontaneous gaze aversion during interview-induced moral elevation predicts subsequent default network activation. Presented at the 2012 Association for Psychological Science Convention, Chicago, IL.

  • Robert Rueda

    • Books

    • Gallagher, K. S., Goodyear, R. K., Brewer, D. J., & Rueda, R. (2012). Urban education: A model for leadership and policy. NY: Routledge.

    • Rueda, R. (2011). The 3 dimensions of improving student performance: Matching the right solutions to the right problems. NY: Teachers College Press.

    • Morrow, L. M., Rueda, R., & Hartman, D. K. (2011). Section Co-editors for Section III. History and Theoretical Perspectives in D. Lapp & D. Fisher, The Handbook of Research on Teaching the English Language Arts. Lawrence Erlbaum/Taylor Francis.

    • Morrow, L., Rueda, R., & Lapp, D. (2009). Handbook of Research on Literacy Instruction: Issues of Diversity, Policy, and Equity. New York: Guilford Press.

    • August, D., & T. Shanahan (Eds.), (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth.  Mahwah, NJ: Lawrence Erlbaum, Pub. [Panel Member]

    • Committee on Minority Representation in Special Education (member). M. S. Donovan and C. T. Cross (Eds). (2002). Minority students in special and gifted education. Washington, D.C.: National Academy Press. [Committee Member]

    • Recent Journal Articles

    • Rueda, R., & Stillman, J. (2012).  The 21st century teacher: A cultural perspective. Journal of Teacher Education, 63(4), 245-253.

    • Sun, J. C.-Y. and Rueda, R. (2011), Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. doi: 10.1111/j.1467-8535.2010.01157.x

    • Andreeva VA, Cockburn MG, Yaroch AL, Unger JB, Rueda R, Reynolds KD. (2011). Preliminary evidence for mediation of the association between acculturation and sun-safe behaviors. Archives of  Dermatology, 147(7), 814-819. doi:10.1001/archdermatol.2011.145

    • Loera, G., Rueda, R., & Nakamoto, J. (2011). The association between parental involvement in reading and schooling and children’s reading engagement in Latino families. Literacy Research and Instruction, 50, 133-155.

    • Quirk, M., Unrau, N., Ragusa, G., Rueda, R., Lim, H., Bowers, E., Velasco, A., Fujii, K., Nemerouf, A., & Loera, G. (2010). Teacher Beliefs about Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire. Reading Psychology, 31(93-120). doi: 10.1080/02702710902754051.

    • Hayes, K., Rueda, R., & Chilton, S. (2009). Scaffolding language, literacy, and academic content in English and Spanish: The linguistic highway from Mesoamerica to Southern California. English Teaching: Practice and Critique, 8(2), 137-166.

    • Monzo, L., & Rueda, R. (2009). Passing as English fluent: Latino immigrant children masking language proficiency. Anthropology & Education Quarterly, 40(1), 20-40.

    • Recent Chapters

    • Yaden, D. B., Rueda, R., Martinez, C., Mirzaei, A., Scott-Weich, B., Tardibuono, J., & Tsai, T. (in press). A cross-linguistic perspective on studies using psycho-and micro-genetic design elements and methodology to assess young children’s understandings of reading, writing and spelling. In B. Spodek & O. N. Saracho (Eds.), Handbook of Research Methods in Early Childhood Education. Charlotte, N.C.: Information Age.

    • Rueda, R. (2013). 21st-century skills: Cultural, linguistic, and motivational perspectives. In D. Alverman & N. Unrau (Eds.), Theoretical models and processes of reading, 6th Ed.  (pp. 1241-1267). Newark, NJ: International Reading Association.

    • Rueda, R., & Ragusa, G. (2012). Social capital. In J. Banks (Ed.), Encyclopedia of diversity in education. (pp. 1967-1969). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452218533.n623

    • Rueda, R. (2012). An activity-based approach to promoting equity in community college settings: Considering process and outcomes. In E. M. Bensimon & L. Malcolm (Eds.), Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice. (pp. 159-190). Sterling, VA: Stylus.

    • Bustillos, L. T., Rueda, R., with Hentschel, D., Kinney, D., Love, J., Magee, I., Payne, N., Plotquin, H., & Wolf, R.  (2012). The Math Project at Los Angeles City College.  In E. M. Bensimon & L. Malcolm (Eds.), Confronting equity issues on campus: Implementing the Equity Scorecard in theory and practice. (pp. 117-137). Sterling, VA: Stylus.

    • Bustillos, L. T., Rueda, R., & Bensimon, E. M. (2011). Faculty views of underrepresented students in community college settings: Cultural models and cultural Practices. In P. R. Portes & S. Salas (Eds.), Vygotsky in 21st century society: Advances in cultural historical theory and praxis with non-dominant communities.(pp. 199-213).  New York: Peter Lang.

    • Rueda, R. (2010). Cultural perspectives in reading: Theory and research. In M. L. Kamil, P. D. Pearson, P. Afflerbach, & E. B. Moje (Eds.), Handbook of Reading Research, Vol. IV. (pp. 84-104).  New York: Routledge.

    • Rueda, R., Lim, H. J., O’Neil, H., Baker, E., Griffin, N., Brockman, S., & Sirotnik, B.  (2010). Ethnic differences in students’ approaches to learning: Self-regulatory cognitive and motivational predictors of academic achievement for Latino/a and White college students. In M. S. Khine & I. M. Saleh (Eds.), New Science of Learning: Cognition, Computers, and Collaboration in Education. (p. 133-162). New York: Springer.

    • Rueda, R. & Ragusa, G. (2010). English Language Learners with Special Needs. In: P. Peterson, E. Baker, & B. McGaw, (Eds.), International Encyclopedia of Education. volume 2, pp. 701-707. Oxford: Elsevier.

    • Rueda, R., & Monzo, L. (2010) Being scholarly and successful in the academy. In F. E. Obiakor, B. Algozzine, & F. Spooner (Eds.), Publish, flourish, and make a difference. (pp. 59-74). Arlington, VA: Council for Exceptional Children.

    • August, D., Goldenberg, C., & Rueda, R. (2010). Restrictive state language policies: Are they scientifically based? In P. Gandara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies.(pp. 139-158). New York: Teachers College Press.

  • Gale M. Sinatra

    • Sinatra, G. M. & Lombardi, D.* (2020). Evaluating sources of scientific evidence and claims in the post-truth era may require plausibility judgments. Educational Psychologist, 55(3) Published online first, March, 2020, DOI: 10.1080/00461520.2020.1730181

    • Thacker, I.*, Sinatra, G. M., Muis, K. R., Danielson, R. W.*, Winne, P., Pekrun, R., & Chevrier, M. (2019). Using persuasive refutation texts to prompt attitudinal and conceptual change. Journal of Educational Psychology. Published Online first, November, 21 2019, https://psycnet.apa.org/doi/10.1037/edu0000434

    • Polikoff, M. & Le, Q. T., *Danielson, R. W., Sinatra, G. M. & Marsh, J. (2018). The Impact of Speedometry on student knowledge, interest, and emotions. Journal of Research on Educational Effectiveness, 11(2), 217-239. DOI: 10.1080/19345747.2017.1390025

    • Kim, A.*, Sinatra, G. M. & Seyranian, V*. (2018). Developing a STEM identity among young women: A social identity theoretical perspective. Review of Educational Research, 88(4), 589–625. DOI: 10.3102/0034654318779957

    • Heddy, B. C. & Sinatra, G. M. (2017). Transformative parents: Facilitating transformative experiences and interest with a parent involvement intervention. Science Education, 101(5), 765-786. DOI:  10.1002/sce.21292

    • Polikoff, M. & Le, Q. T., *Danielson, R. W., Sinatra, G. M. & Marsh, J. (2017). The Impact of Speedometry on student knowledge, interest, and emotions. Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2017.1390025

    • Sinatra, G. M. & Hofer, B. K. (2016). Public understanding of science:  Policy and educational implications. Policy Insights from the Behavioral and Brain Sciences. 3(2), 245-253, DOI: 10.1177/2372732216656870

    • Sinatra, G. M., *Mukhopadhyay, A. & Albright, T. Marsh, J. A., Polikoff, M. (2017). Speedometry: A vehicle for promoting interest and engagement through integrated STEM instruction. The Journal of Educational Research, 110(3), 308-316. DOI: 10.1080/00220671.2016.1273178

    • Lombardi, D., Nussbaum, E. M., & Sinatra, G. M. (2015). Plausibility judgments in conceptual change and epistemic cognition. Educational Psychologist. Published online first December 8, 2015. http://dx.doi.org/10.1080/00461520.2015.1113134.

    • Muis, K. R., Pekrun, R., Azevedo, R., Sinatra, G. M., Trevors, G., Meier, E., Heddy, B. C. (2015). The curious case of climate change: Epistemic emotions mediate relations between epistemic beliefs, learning strategies and learning outcomes. Learning and Instruction, 39, 168-183. DOI: 10.1016/j.learninstruc.2015.06.003

    • Sinatra, G. M., Heddy, B. C. & Lombardi, D. (2015) The challenges of defining and measuring student engagement in science. Educational Psychologist, 50(1), 1-13, DOI: 10.1080/00461520.2014.1002924

    • Journal Articles (refereed)

    • Sinatra, G. M., Kienhues, D. & Hofer, B.  (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist. DOI: 10.1080/00461520.2014.916216.

    • Lombardi, D., Seyranian, V. & Sinatra, G. M. (2014). Source effects and plausibility judgments when reading about climate change. Discourse Processes, 51(1-2), 75-92, DOI:10.1080/0163853X.2013.855049.

    • Cordova, J., Sinatra, G. M., *Broughton, S. H., & Taasoobshirazi, G. (2014). Self-efficacy, confidence in prior knowledge, and conceptual change. Contemporary Educational Psychology, 39, 164-174. DOI: 10.1016/j.cedpsych.2014.03.006.

    • Sinatra, G. M. & Danielson, R. W. (2014). Adapting to a warmer climate of scientific communication, BioScience, 64(4), 275-276. DOI: 10.1093/biosci/biu023.

    • Sinatra, G. M. & Broughton, S. H. (2011). Bridging reading comprehension and conceptual change in science: the promise of refutation text. Reading Research Quarterly. 46(4), 374–393.

    • Johnson, M. & Sinatra, G. M. (2014). The influence of approach and avoidance goals on conceptual change. Journal of Educational Research. Online first published January 9, 2014, DOI: 10.1080/00220671.2013.807492.

    • Lombardi, D., Sinatra, G. M., & Nussbaum, E. M. (2013). Plausibility Reappraisals and Shifts in Middle School Students' Climate Change Conceptions. Learning and Instruction, 27, 50-62. doi: 10.1016/j.learninstruc.2013.03.001. 

    • Johnson, M. & Sinatra, G. M. (2012).  Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. Contemporary Educational Psychology, 30, 51-63. DOI: 10.1016/j.cedpsych.2012.09.003.

    • Edited Books

    • Sinatra, G. M. & Pintrich, P. R. (Eds.) (2003). Intentional Conceptual Change. Mahwah, NJ: Lawrence Erlbaum Associates.

    • Harris, K., McCormick, C. B., Sinatra, G. M., & Sweller, J. (Eds.). (2012). Critical Theories and Models of Learning and Development Relevant to Learning and Teaching, Volume 1. In K. Harris & S. Graham (Eds). APA Educational Psychology Handbook Series. APA Publications.

    • Book Chapters

    • Sinatra, G. M. & Mason, L. (2013). Beyond knowledge: Learner characteristics influencing conceptual change (pp. 377-394).  In S. Vosniadou (Ed.).  International Handbook of Research on Conceptual Change (2nd edition). Netherlands:  Springer.

    • Sinatra, G. M. & Chinn, C. (2011).  Thinking and reasoning in science:  Promoting epistemic conceptual change.  In K. Harris, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.).  Critical Theories and Models of Learning and Development Relevant to Learning and Teaching, Volume 1 (pp. 257-282). In K. Harris & S. Graham (Eds.). APA Educational Psychology Handbook Series.  APA Publications.

• Teacher Education

  • Reynaldo Baca

    • Leveraging Resources for Student Success: How School Leaders Build Equity by Mary Ann Burke, Reynaldo Baca, Lawrence O. Picus and Cathy E. Jones (Aug 27, 2002)

    • Connecting English Language Learners to Cross-Cultural Methodology : English Language Development Standards by Alfonso Nava and Dr. Reynaldo Baca (2008)

    • Citizenship aspirations and residency rights preference: The Mexican undocumented worker in the binational community... by Reynaldo Baca (1980)

  • Paula M. Carbone

    • Carbone, P. M. (2014). Aristotle in the classroom: scaffolding the rhetorical situation. Voices in the Middle, 21(3), 41-48.

       

      Carbone, P. M., & Reynolds, R. (2013). Considering Community Literacies in the Secondary Classroom: A Collaborative Teacher and Researcher Study Group. Teacher Development.

       

      Carbone, P. M. (2012). Writing Instruction to Support Generation 1.5 Students’ Acquisition of Academic Persuasive Writing. In B. Yoon & H. K. Kim (Eds.). Teachers’ roles in second language learning: Classroom applications of sociocultural theory. Charlotte, NC: Information Age Publishing, Inc.

       

      Carbone, P. M. (2010). Using commonplace books to help students develop multiple perspectives. English Journal, 99(6).

       

      Carbone, P. M., & Orellana, M. F. (2010). Developing academic identities: Persuasive writing as a tool to strengthen emergent academic identities. Research in the Teaching of English, 44(3), 292-316.

       

      Martínez, R., Orellana, M., Pacheco, M., & Carbone, P. (2008). Translating Voices: Connecting Bilingual Youths’ Translation Experiences to Academic Writing. Language Arts, 85(6), 21-431.

       

      Pacheco, M., Carbone, P., & Martínez, R. (2006). Professional book reviews: Learning from multilingual and multicultural students to plan literacy curriculum. Language Arts, 84(2), 194-6.

  • Yasemin Copur-Gencturk

    • Copur-Gencturk, Y., Cimpian J., Lubienski S., & Thacker, I (2019). Teachers’ Bias Against the Mathematical Ability of Female, Black and Hispanic Students. Educational Researcher.

    • Copur-Gencturk, Y., Thacker, I. (2020). A Comparison of Perceived and Observed Learning From Professional Development: Relationships Among Self-Reports, Direct Assessments, and Teacher Characteristics. Journal of Teacher Education.

    • Orrill, C.H., Copur-Gencturk, Y., Cohen, A., & Templin, J. (2020). Revisiting Purpose and Conceptualization in the Design of Assessments for Teachers of Mathematics. Research in Mathematics Education.

    • Copur-Gencturk, Y., Plowman, D., & Bai, H. (2019). Mathematics Teachers’ Learning: Identifying Key Learning Opportunities Linked to Teachers’ Knowledge Growth. American Educational Research Journal.

    • Copur-Gencturk, Y., Tolar T., Jacobson. E., & Fan. W. (2018). An Empirical Study of the Multidimensionality of the Mathematical Knowledge for Teaching Construct. Journal of Teacher Education. 

    • Copur-Gencturk, Y., & Papakonstantinou, A. (2016). Sustainable changes in teacher practices: a longitudinal analysis of the classroom practices of high school mathematics teachers. Journal of Mathematics Teacher Education, 19(6), 575-594.

    • Copur-Gencturk, Y. (2015). The Effects of Changes in Mathematical Knowledge on Teaching: A Longitudinal Study of Teachers' Mathematical Knowledge and Instruction. Journal for Research in Mathematics Education, 46(3), 280-330.

    • Copur-Gencturk, Y., Hug, B., & Lubienski, S.T. (2014). The Effects of a Master’s Program on Teachers’ Science Instruction: Comparing Classroom Observations, Teacher Reports, and Student Surveys. Journal for Research in Science Teaching, 51(2), 219-249.

    • Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M, Copur-Gencturk, Y. (2014). Teachers’ perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology, 50(4), 1262-1281.

    • Copur-Gencturk, Y., & Lubienski, S. T. (2013). Measuring Mathematical Knowledge for Teaching: A Longitudinal Study Using Two Measures. Journal of Mathematics Teacher Education, 1-26.

  • Jenifer Crawford

    • Self and Society in Youth Organizing. InterActions: UCLA Journal of Education and Information Studies. Vol. 5, Issue 2, Article 2. http://re positories.cdlib.org/gseis/interactions/vol6/iss1/art2

    • Crawford et al. “Critical Spiritual Pedagogy: Reclaiming humanity through a pedagogy of integrity, community, and love.” In: Power and Education. v.1. n.1. ISSN 1757-7438.

    • Crawford et al. "Unplauging His Stomach: Curing the University of California Admissions Policy with an ethic of communal justice and care.” In: Education and Hope in Troubled Times: Visions of change for our children’s world. Ed. Shapiro, S. Routledge, NY, NY.

    • “Review: Why We Teach by Sonia Nieto.” InterActions: UCLA Journal of Education and Information Studies. Vol. 3, Issue 1, Article 13.”

    • Crawford, Jaramillo & McLaren. “Os Politios da Cultura Juventil e o Educação Multicultural” (The Politics of Youth Culture and Multicultural Education). Vol.3, Issue 2, Patio - Educação Infantil, Artmed Ed. S.A. Porto Alegre, RS, Brazil.

  • Michael Genzuk Ph.D.

    • Original: Genzuk, M. (1999). Tapping Into Community Funds of Knowledge. In: Effective Strategies for English Language Acquisition: A Curriculum Guide for the Development of Teachers, Grades Kindergarten through Eight. Los Angeles Annenberg Metropolitian Project/ARCO Foundation. Los Angeles.

      Re-printed: Genzuk, M. (Fall, 2003): A Synthesis of Ethnographic Research. Occasional Papers Series. Center for Multilingual, Multicultural Research (Eds.). Center for Multilingual, Multicultural Research, Rossier School of Education, University of Southern California. Los Angeles.

    • Books

    • Bilingual Methodology Study Guide, editor and co-author. Los Angeles Unified School District Office of Bilingual-ESL Instruction, 1986, reprinted, 1988. Los Angeles, CA.

    • Book Chapters

    • Rueda, R. & Genzuk, M (2001). Sociocultural Scaffolding as a Means Toward Academic Self- Regulation: Paraeducators as Cultural Brokers. In: Denti, L. & Cousin, P.T. (Eds.) New Ways of Looking At Learning Disabilities: Connections to Classroom Practice. Love Publishing Co.

    • Genzuk, M. (in press). Promoting Latino Teacher Development through an Early Induction Model. In Model Programs for the Recruitment of Minorities in Teacher Education: Overcoming the Odds, ed. Editor. Washington, D.C. National Education Association.

    • Genzuk, M. (1999). Tapping Into Community Funds of Knowledge. In: Effective Strategies for English Language Acquisition: Curriculum Guide for the Professional Development of Teachers Grades Kindergarten through Eight (pp. 9-21). Los Angeles: Los Angeles Annenberg Metropolitan Project (LAAMP) / ARCO Foundation.

  • Corinne Hyde

    • Ferrario, K., Hyde, C., Martinez, B., & Sundt, M. (2013). An Honest Account of the Humbling Experience of Learning to Teach Online. LEARNing Landscapes, 6 (2), 85-­‐‑95.

    • Hyde, C. (2009) The Relationship between Teacher Assessment Practices and Student Goal Orientation and Engagement in Elementary Mathematics (Unpublished doctoral thesis). University of Southern California.

    • In Preparation

      Hyde, C., & Ferrario, K. (2013, April) Understanding Student Participation in a Synchronous On-­‐‑line Learning Community.

    • Hyde, C. (2011) Review of Writing Assessment and the Revolution in Digital Texts and Technologies. Teacher’s College Record.

    • Hyde, C., & Ferrario, K. (2013, April) Understanding Student Participation in a Synchronous On-­‐‑line Learning Community. Unpublished paper to be presented at the American Educational Research Association Annual Meeting, San Francisco, CA.

    • Hyde, C., Martinez, B., & Ferrario, K. (2011, July) Revamping the Tired Discussion Board. Unpublished paper presented at the Sloan-­‐‑C Emerging Technologies for Online Learning International Symposium.

    • Hyde, C., Martinez, B., Ferrario, K. (2011, July) How to Effectively and Safely Use Social Media to Enhance Postsecondary Classes. Unpublished paper presented at the Sloan-­‐‑C Emerging Technologies for Online Learning International Symposium.

    • Martinez, B., Hyde, C., & Ferrario, K. (2011, July) Redesigning a Completely Online, Blended, Masters-­‐‑Level Course: a Collaborative Model. Unpublished paper presented at the Sloan-­‐‑C Emerging Technologies for Online Learning International Symposium.

    • Ferrario, K. & Hyde, C. (2011, July) Understanding Student Participation in a Synchronous Online Learning Community. Unpublished paper presented at the Sloan-­‐‑C Emerging Technologies for Online Learning International Symposium.

    • Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2011, February). Learning to Teach Online: Experiences of Faculty Introduced to Synchronous Video Based Instruction. Unpublished paper presented at the PASSHE Virtual Conference, online.

    • Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2011, February). Learning to Teach Online: Faculty Experiences with Synchronous Online Instruction. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.

    • Hyde, C., Ferrario, K, Crawford, J., & Carbone, P. (2011, February). Engagement in a Synchronous On-­‐‑line Learning Community: How Teacher Candidates and Instructors Interact in Whole-­‐‑

      group and Small-­‐‑group Contexts. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.

    • Carbone, P., Crawford, J., Ferrario, K., & Hyde, C. (2011, February). Pedagogical-­‐‑practices promoting discussion amongst students meeting in online, synchronous classrooms.

      Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.

    • Sundt, M., Gallagher, K., Filback, R., Martinez, B., & Hyde, C. (2011, February). An exploration of

      teacher educators'ʹ views of online learning. Unpublished paper presented at the AACTE 63rd Annual Meeting, San Diego, CA.

    • Filback, R., Gallagher, K., Hyde, C., Martinez, B., & Sundt, M. (2010, November).

      Learning to Teach Online: Experiences of Faculty Introduced to Synchronous Video Based Instruction. Unpublished paper presented at the Sloan Consortium International Conference on Online Learning, Orlando, FL.

    • Hyde, C. (2009, January). The Relationship between Teacher Assessment Practices and Student Goal Orientation and Engagement in Elementary Mathematics. Poster presented at the Hawaii International Conference on Education, Honolulu, HI.

  • John Pascarella III

    • 2018, May/June. “Transformative Residential Programming: The Story of College Access Day.” Talking Stick, 35(5). Columbus, OH: Association of College and University Housing Officers International.

    • 2017, November. “Transformative Teacher Preparation in Tumultuous Times.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2017, September. “Phi Delta Kappa Faculty Sponsor Welcome: Charlottesville and Beyond.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2017, March. “Trump and Sessions Rescind Transgender Protections, But Were We Prepared for These Protections? Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2016, November. “High Expectations, High Support, and Authentic Care.”  Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2016, September. “Phi Delta Kappa Faculty Sponsor Welcome.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2016, January. “ESSA Heightens Concern Over Weakened Teacher Preparation Programs for Neediest Students.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2015, September. “Phi Delta Kappa Faculty Sponsor Welcome.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2015, March. “To whom and to what should teacher education be held accountable?: Exploring our professional and moral obligation as Phi Delta Kappans to the role and task of teacher education. Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2014, December. “USDOE Office of Postsecondary Education Propose New Regulatory Action.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2014, September. “Phi Delta Kappa Faculty Sponsor Welcome.” Phi Delta Kappa Newsletter. Los Angeles: University of Southern California.

    • 2014, Spring. “Teacher Education 2.0: Staying Connected.” Futures in Urban Education. Los Angeles: University of Southern California.

    • 2011. “Confronting the challenges of HIV, AIDS, Stigma, and The Digital Divide: Lessons from a Rural South African Village.” In F. Islam’s (Ed.) Partnerships for hope: A school-university collaboration for change in rural South Africa. New York: Edwin and Mellon.

    • 2010. “We Wanted Other People to Learn From Us: Girls Blogging in a Rural Secondary School in South Africa in the Context of HIV and AIDS.” Co-authored with Claudia Mitchell, Naydene de Lange, and Jean Stuart. In Sharon Mazzarella (Ed.) Girl Wide Web 2.0: Revisiting Girls, the Internet, and the Negotiation of Identity. New York: Peter Lang.

    • 2010. “Blogging Their Way: Youth Identity in the Blogosphere.” In S. Steinberg, M. Kehler, and L. Cornish (Eds.), Boy Culture: An Encyclopedia. Westport, CT: Greenwood.

    • 2008, Jun 18. “University of KwaZulu-Natal Hosts Blogging Workshops for Rural Students to Address HIV and AIDS.” In UKZN Online, 2 (11). http://www.ukzn.ac.za/UKZNonline/V2/11/issue11.htm

    • 2008, June. “Confronting the challenges of critical digital literacy: An essay review.” Educational Studies, 43 (3).

    • 2007. “The Manufacture of Intent.” In R. Goldstein (Ed.), Useful Theory: Making Critical Education Practical. New York: Peter Lang.

    • 2005. “Deviation: A Pre-Service Teacher in the Inner City.” Cultural Studies<-->Critical Methodologies, 5 (1).

    • 2005. “Deviation: A Pre-Service Teacher in the Inner City.” Cultural StudiesßàCritical Methodologies, 5 (1).

    • 2005. “Rethinking the White Man’s Burden: Identity and Pedagogy for an Inner City Student Teacher.” In J. L. Kincheloe, k. hayes, K. Rose, and P. Anderson (Eds.), The Praeger Handbook of Urban Education. Westport, CT: Greenwood.

    • 2004. “Why Teach in Urban Settings”? In S. R. Steinberg and J. L. Kincheloe (Eds.) Nineteen Urban Questions. New York: Peter Lang.

    • 2003. “Notes from the Field.” Taboo: The Journal of Culture and Education, 7 (2).